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<p>The adoption of generative AI in education has revolutionized science by producing human-like texts through contextual understanding, as OpenAI ChatGPT shows. OpenAI's widely used large language model, such as ChatGPT, has become quite popular, especially in higher education. This study examines different factors influencing the adoption and actual use of ChatGPT to improve student learning outcomes. The supporting theory (UTAUT2) is applied to back our conceptual framework. This study applies the PLS-SEM method for inspecting collected data from 361 Pakistani university students. The findings reveal that performance expectancy, effort expectancy, ChatGPT self-efficacy, social influence, hedonic motivation, and price value significantly influence ChatGPT adoption intention. Conversely, habit and facilitation conditions negatively influence ChatGPT adoption intention. Furthermore, results show that ChatGPT adoption intention significantly influences the actual use of ChatGPT. Additionally, academic integrity is a significant moderator between adoption intention and influences actual use of ChatGPT. The study's findings offer valuable implications for educators and policymakers, emphasizing the need to enhance students' use of ChatGPT. By maintaining academic integrity, institutes can support responsible adoption, ensuring ChatGPT's effective use to improve learning outcomes in higher education.</p>

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What Factors Affect the Adoption Intention and Actual Use of ChatGPT in Higher Education? The Moderating Role of Academic Integrity

  • 期刊论文

  • 发表日期：

    2025年6月9日

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  • Faiz Subhani,
  • Subayal Aftab Khan,
  • Maqsood Ahmad Sandhu,
  • Muhammad Farrukh Shahzad

摘要

The adoption of generative AI in education has revolutionized science by producing human-like texts through contextual understanding, as OpenAI ChatGPT shows. OpenAI's widely used large language model, such as ChatGPT, has become quite popular, especially in higher education. This study examines different factors influencing the adoption and actual use of ChatGPT to improve student learning outcomes. The supporting theory (UTAUT2) is applied to back our conceptual framework. This study applies the PLS-SEM method for inspecting collected data from 361 Pakistani university students. The findings reveal that performance expectancy, effort expectancy, ChatGPT self-efficacy, social influence, hedonic motivation, and price value significantly influence ChatGPT adoption intention. Conversely, habit and facilitation conditions negatively influence ChatGPT adoption intention. Furthermore, results show that ChatGPT adoption intention significantly influences the actual use of ChatGPT. Additionally, academic integrity is a significant moderator between adoption intention and influences actual use of ChatGPT. The study's findings offer valuable implications for educators and policymakers, emphasizing the need to enhance students' use of ChatGPT. By maintaining academic integrity, institutes can support responsible adoption, ensuring ChatGPT's effective use to improve learning outcomes in higher education.