The mediating role of satisfaction in the relationship between perceived usefulness, perceived ease of use and students’ behavioural intention to use ChatGPT

ChatGPT is a highly sophisticated AI language model that can revolutionize students' learning experiences by providing much-needed assistance and information. Given the growing trend of educational institutions integrating AI technologies into their teaching and learning processes, it is crucial to understand the factors that would lead to the acceptance and use of these technologies by students. Using a technology acceptance model, this study investigated the mediating role of satisfaction in the relationship between PU, PEU, and behavioral intention to use ChatGPT for student learning. This study used a quantitative research approach, and data were gathered from 297 students using a structured questionnaire. The analysis was conducted using structural equation modelling (SEM) in AMOS Version 26. The results indicated that PU and ease PEU significantly influenced student satisfaction. PU significantly influenced behavioral intentions to use ChatGPT. However, PEU had no direct impact on students' behavioral intention to use ChatGPT. Satisfaction had a significant influence on students' behavioral intention to use ChatGPT. Moreover, satisfaction was confirmed as a significant partial mediator between PU and behavioral intention, as well as a full mediator of the relationship between PEU and behavioral intention. These findings underscore the need to make ChatGPT more useful in academic environments to facilitate increased engagement among students and achieve better learning outcomes. This study enhances the literature on technology acceptance in the context of education, particularly regarding the application of AI tools in learning spaces.