Abstract
ChatGPT, a large language model AI, has the potential to transform higher education by providing students with personalized learning support, assisting in writing tasks, and enhancing their level of engagement. This study examines the factors influencing the acceptance of ChatGPT among university students in Peru, following the extended UTAUT2 model with the addition of a construct called knowledge sharing (KS). A total of 772 students from seven universities in Lambayeque and La Libertad participated in an online survey, providing insights into their perceptions and experiences with using ChatGPT for academic purposes. The results from the structural equation model showed that effort expectancy, behavioral intention, and knowledge sharing positively influenced the actual use of ChatGPT. Furthermore, effort expectancy and performance expectancy were found to be determinants of the behavioral intention to use ChatGPT. The study also revealed that performance expectancy and behavioral intention serve as sequential mediating variables regarding the effect of effort expectancy on actual use. These findings suggest a positive adoption of ChatGPT among students, driven by individual and contextual factors, and highlight the importance of managing effort and performance expectations appropriately. This study represents a significant advancement in understanding the acceptance of ChatGPT in higher education and provides valuable guidance for practical implementation efforts, ensuring that this powerful AI tool is effectively leveraged to support student learning and success.
Published Version
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