| dc.description.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. | en_US |
