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<p>Generative artificial intelligence (Gen AI) tools have profoundly transformed various sectors, notably higher education. Although students increasingly use ChatGPT for academic purposes, limited attention has been given to how perceived anthropomorphism, trust, and personal innovativeness shape their intention to use ChatGPT. To address this research gap, this study extends the Technology Acceptance Model by incorporating perceived anthropomorphism of ChatGPT (PAC), students’ trust in ChatGPT (STC), and personal innovativeness (PI). Data were obtained from 588 students enrolled in public and private universities in Bangladesh and analyzed using structural equation modeling with SmartPLS 4. The study outcomes reveal that the perceived ease of use (PEOU) and perceived usefulness (PU) of ChatGPT positively and significantly influence the students’ intention to use (IU) ChatGPT. It also reveals that perceived anthropomorphism of ChatGPT (PAC) does not directly impact the intention to use ChatGPT but indirectly influences it through trust, implying that human-like behavior is important only when the students trust it. In addition, STC partially mediates the relationships between PU and IU, and between PEOU and IU, while fully mediating the relationship between PAC and IU. Moreover, PI positively moderates the relationships between PU and STC, and between PEOU and STC. Theoretically, this study extends TAM by integrating anthropomorphism, trust, and personal innovativeness in the context of Gen AI adoption in higher education. In practical terms, the findings offer insights for educators, policy-makers, and Gen AI developers to promote students’ responsible and trust-based adoption of ChatGPT.</p>

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Understanding students’ intention to use ChatGPT in higher education: the roles of anthropomorphism, trust, and personal innovativeness

  • 期刊论文

  • 发表日期：

    2026年7月2日

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  • Md Al Amin,
  • Mijin Noh,
  • Yang Sok Kim

摘要

Generative artificial intelligence (Gen AI) tools have profoundly transformed various sectors, notably higher education. Although students increasingly use ChatGPT for academic purposes, limited attention has been given to how perceived anthropomorphism, trust, and personal innovativeness shape their intention to use ChatGPT. To address this research gap, this study extends the Technology Acceptance Model by incorporating perceived anthropomorphism of ChatGPT (PAC), students’ trust in ChatGPT (STC), and personal innovativeness (PI). Data were obtained from 588 students enrolled in public and private universities in Bangladesh and analyzed using structural equation modeling with SmartPLS 4. The study outcomes reveal that the perceived ease of use (PEOU) and perceived usefulness (PU) of ChatGPT positively and significantly influence the students’ intention to use (IU) ChatGPT. It also reveals that perceived anthropomorphism of ChatGPT (PAC) does not directly impact the intention to use ChatGPT but indirectly influences it through trust, implying that human-like behavior is important only when the students trust it. In addition, STC partially mediates the relationships between PU and IU, and between PEOU and IU, while fully mediating the relationship between PAC and IU. Moreover, PI positively moderates the relationships between PU and STC, and between PEOU and STC. Theoretically, this study extends TAM by integrating anthropomorphism, trust, and personal innovativeness in the context of Gen AI adoption in higher education. In practical terms, the findings offer insights for educators, policy-makers, and Gen AI developers to promote students’ responsible and trust-based adoption of ChatGPT.