ChatGPT in Education: Investigating Students Online Learning Behaviors

The research aims to investigate the intentions and behaviour of high school students regarding their use of ChatGPT. Self-directed learning can be challenging due to a lack of formal structure and external motivation. ChatGPT is a tool that can help address these challenges by providing personalized assistance, immediate feedback, and customized educational resources to enhance self-directed learning. The Unified Theory of Acceptance and Use of Technology (UTAUT) framework was adapted to align with the study’s case study requirements, with 385 respondents from four public high schools. The data analysis employed Structural Equation Modelling (SEM) through a Path Analysis approach. The conceptual model was developed, and hypotheses were tested. The validity and reliability of the measurement model were assessed through outer model analysis. The main contribution of this paper is investigating the factors that influence high school students’ intentions and behaviour in using ChatGPT by adapting the UTAUT framework to the context of ChatGPT usage in high schools. The study reveals that social influence, hedonic motivation, and habit significantly influence high school students’ intention to use ChatGPT. Peer recommendations, enjoyment, and satisfaction influence these factors. The primary drivers of actual usage are facilitating conditions, habit, and behavioural intention. Performance expectancy and Effort expectancy do not significantly affect students’ intention to use ChatGPT. The study emphasizes fostering a supportive social environment and positive habitual interactions to enhance ChatGPT adoption and usage. The research results among students are designed to be studied in other developing countries so that researchers can examine students’ self-learning motivation through AI.