Deconstructing University Learners' Adoption Intention Towards AIGC Technology: A Mixed-Methods Study Using ChatGPT as an Example

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2025-01-15 DOI:10.1111/jcal.13117

Chengliang Wang, Xiaojiao Chen, Zhebing Hu, Sheng Jin, Xiaoqing Gu

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Abstract

Background

ChatGPT, as a cutting-edge technology in education, is set to significantly transform the educational landscape, raising concerns about technological ethics and educational equity. Existing studies have not fully explored learners' intentions to adopt artificial intelligence generated content (AIGC) technology, highlighting the need for deeper insights into the factors influencing adoption.

Objectives

This study aims to investigate higher education learners' adoption intentions towards AIGC technology, with a focus on understanding the underlying reasons and future prospects for its application in education.

Methods

The research is divided into two phases. First, an exploratory analysis involving practical activities and interviews develops an action decision framework for AIGC adoption. Second, a confirmatory analysis using fuzzy-set qualitative comparative analysis on 233 valid questionnaires identifies six configurations associated with high adoption intentions, emphasising the roles of AI literacy and perceived behavioural control.

Results and Conclusions

The study reveals key factors influencing AIGC adoption, including the importance of AI literacy and perceived behavioural control. It provides actionable insights for educators and learners to prepare for and effectively integrate AIGC technology, ensuring equitable and adaptive educational practices.

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope