Determinants of ChatGPT Adoption in Higher Education: Proposed Research Model Based on the Extended UTAUT Framework
This study utilizes an extended UTAUT framework to demonstrate that performance expectancy, effort expectancy, social influence, hedonic motivation, and trust significantly shape Jordanian university students' attitudes and subsequent behavioral intentions toward adopting ChatGPT in higher education.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
In the modern classroom, a quiet revolution is underway, driven not by new textbooks or updated curricula, but by a new kind of conversation. Artificial intelligence, specifically tools that can hold a dialogue and generate human-like text, has entered the lives of university students. These systems, often called generative AI, act as tireless research assistants and writing partners, capable of helping students brainstorm ideas, solve problems, and draft essays. Yet, as these tools become more common, a fundamental question arises: what actually convinces a student to use them? It is rarely just about whether the technology works; it is about how it feels to use it, whether the student trusts the answers it gives, and what their peers and teachers think about it. Researchers have long studied how people accept new technology, often relying on a framework that looks at whether a tool is useful, easy to use, and supported by society. However, when it comes to conversational AI, the picture is more complex. Students are not just evaluating a calculator; they are engaging with a partner that can be fun, confusing, or even untrustworthy. Understanding the mix of practical benefits, social pressure, and emotional connection that drives adoption is crucial for universities trying to integrate these tools responsibly.
A team of researchers at Jadara University in Jordan set out to map this landscape by focusing on students studying business and human resources. They gathered a group of 385 students from both public and private universities to understand the specific factors that shape their willingness to use ChatGPT. To ensure everyone started on the same page, the researchers showed the participants a short, neutral video explaining how the tool works, stripping away any hype or fear to focus purely on functionality. They then asked the students to share their honest opinions through a detailed survey. The study was designed to test a specific theory: that a student's decision to use the technology depends on five key things. First, does the student believe the tool will actually help them get better grades or finish work faster? Second, is the tool easy to learn and use without frustration? Third, do the people around them—friends, family, and professors—think they should be using it? Fourth, does the experience of talking to the AI bring a sense of enjoyment or curiosity? And finally, does the student trust that the information the AI provides is accurate and that their data is safe?
The researchers analyzed the responses to see how these different factors connected to one another. They found that all five factors played a significant role in shaping a student's attitude toward the technology. When students felt that ChatGPT would improve their academic performance, they viewed it more favorably. Similarly, when they found the interface simple and straightforward, their positive feelings grew. The social environment mattered greatly as well; students were more likely to embrace the tool if they felt their peers and instructors supported its use. Perhaps most interestingly, the study showed that the emotional side of the experience was just as important as the practical side. Students who found the interaction with the AI enjoyable and engaging were more likely to develop a positive attitude toward it. Trust also emerged as a critical pillar; students who believed the system was reliable and acted in their best interest were far more willing to adopt it.
Once these attitudes were formed, they directly translated into action. The study revealed a clear path: a student's overall feeling about the technology strongly predicted their intention to actually use it in their studies. If a student felt the tool was useful, easy, socially approved, fun, and trustworthy, they were highly likely to plan to use it for their coursework. The data showed that these factors did not work in isolation but combined to create a strong push toward adoption. The researchers noted that while the study was limited to business students in Jordan and relied on self-reported answers, the results offered a clear snapshot of the current mindset. It suggests that for universities to successfully integrate generative AI, they cannot simply provide access to the software. They must also foster an environment where the technology is seen as helpful, easy to navigate, socially acceptable, enjoyable to interact with, and fundamentally trustworthy. The findings indicate that the future of AI in education depends on balancing the practical benefits with the human elements of trust and engagement.
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