Student’s Perception Of Chatgpt Using Technology Acceptance Model: Empirical Evidence From Vietnam

Abstract

In the past few years of the 21st century, the emergence of technology has led to rapid and substantial transformation. The rise of artificial intelligence (AI) has brought about several alterations in societal functioning. The new generation, specifically the youthful labor force in society, experiences the most notable influence in both their personal lives and educational pursuits. Based on the aforementioned claims, it is evident that conducting a study on Vietnamese university students' perception of learning with an AI tool called ChatGPT has the capacity to make progress. The study collected data from 1087 individuals in Vietnam using both offline and online methods. The objective was to create and validate a tool to examine how university students perceive Chat GPT. Additionally, the study explored potential differences based on gender, grade level, major, and prior experience with using Chat GPT. Five different techniques were employed to analyze the results: Descriptive statistics, Demographic analysis, Reliability testing using Cronbach's Alpha, Exploratory factor analysis (EFA), and Confirmatory factor analysis (CFA). Students' opinion of ChatGPT is influenced by four criteria ranked by their level of significance: Perceive Ease of Use, Perceived Usefulness, Perceive Credibility, and Social Influence. The research has resulted in the validity of the model. Moreover, this study offer significant theoretical and practical knowledge regarding how university students perceive Chat GPT. Additionally, the study emphasizes the impact of factors such as gender, major, and prior experience on these perceptions. The findings have significant implications for the design and implementation of educational technologies that incorporate AI-based chat systems in higher education settings.