Learners' acceptance of ChatGPT in school

The increasing integration of generative artificial intelligence (AI) systems like ChatGPT (GPT-4) into education has the potential to reshape teaching and learning practices. This study explores the factors influencing upper secondary students' acceptance of ChatGPT for school-related purposes, addressing a research gap in non-university contexts. Using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), a survey of 506 students in Baden-Württemberg, Germany, revealed that performance expectancy, habit, and hedonic motivation are key predictors of students' intention to use ChatGPT. Incorporating additional variables, such as personality traits and values (e.g., conscientiousness and preference for challenge), only slightly improved the model's explanatory power. The findings indicate that students' willingness to adopt ChatGPT is driven more by anticipated learning benefits and enjoyment than by the avoidance of effort. The study concludes that the original UTAUT2 framework is sufficient for understanding ChatGPT acceptance in school settings, providing valuable insights for educators and policymakers aiming to encourage thoughtful and effective use of AI in education. (Author)