Chatgpt Acceptance among Students: An Information Systems Perspective in the Era of Generative

This study investigates the factors influencing university students’ acceptance and use of ChatGPT from an information systems perspective in the context of generative artificial intelligence (GenAI). As AI technologies become more common in society, their adoption within higher education has been rapidly increasing․ Students are utilizing tools such as ChatGPT for a variety of purposes, including information retrieval, writing support, and comprehension of complex academic topics․ Despite their educational potential, concerns about academic integrity, accuracy, and their effect on students' critical thinking have been raised. This study adopts a quantitative approach using a survey method to collect data from 650 undergraduate students of the Faculty of Management Studies and Commerce at the University of Jaffna (UOJ), Sri Lanka․ This study is based on information systems success theory and technology acceptance model․ This model depicts the impact of information quality, system quality, service quality, trust in service and self-confidence on system use, user satisfaction, and student achievability, as well as the effect of on student perceived benefits․ In order to test the relationships above, the data was analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach via the SmartPLS software․ Furthermore, system quality, service quality, trust, and self-confidence significantly influence user satisfaction and system use. Student achievability and user satisfaction were found to have a strong positive impact on perceived student benefits․ However, information quality did not significantly influence system use, satisfaction, or achievability. Overall, the findings underscore the importance of both technological and psychological factors in shaping students' experiences and attitudes towards generative AI tools, providing valuable insights for educators and institutions interested in utilizing these technologies responsibly and effectively in higher education contexts․