ISSN 2822-0323 (Online) July - September 2023

A Conceptual Review of TAM and ChatGPT Usage

Intentions Among Higher Education Students

Yarnaphat Shaengchart
Rangsit University, Pathum Thani, Thailand
[email protected]
ORCID ID: 0000-0002-0157-3682

ABSTRACT

Objective: This conceptual review undertakes a comprehensive review of the relationships

between perceived usefulness, perceived ease of use in the Technology Acceptance Model
(TAM), and the intention to use ChatGPT among higher education students.
Methodology: The questionnaire items were modified, relying on prior studies that had been
deemed valid, as they had assessed the reliability and validity of the measuring instruments.
Result: This conceptual review validates the relationships between perceived usefulness and
perceived ease of use in the TAM and higher education students' intentions to use ChatGPT.
Conclusion: This conceptual analysis serves to validate the underlying theoretical framework
that connects perceived usefulness and perceived ease of use within the TAM to the
intentions of higher education students regarding ChatGPT adoption. Within the context of
this review, it becomes evident that the perceived usefulness and ease of use components of
the TAM model significantly impact students' intentions to embrace ChatGPT technology.
Implication: This conceptual review not only consolidates existing knowledge but also
provides a solid foundation for future policy and research initiatives aimed at facilitating the
effective integration of ChatGPT and similar technologies in higher education.

Keywords: Perceived Usefulness, Perceived Ease of Use, Technology Acceptance Model

(TAM), ChatGPT, Higher Education Student

INTRODUCTION

The Chat Generative Pre-Trained Transformer (ChatGPT), an innovative creation by OpenAI,

serves as a powerful artificial intelligence (AI) tool designed for generating text-based
responses driven by user inputs. It distinguishes itself with its ability to comprehend natural
language intricacies and deliver coherent and contextually relevant replies to a wide array of
user queries. Since its debut in November 2022, ChatGPT has rapidly gained traction,
amassing an impressive user base of 100 million within just two months. OpenAI has
responded to this overwhelming interest by introducing a subscription plan priced at $20 per
month. This subscription provides users with unrestricted access to ChatGPT, particularly
during peak usage times, and offers quicker response times, enhancing its usability for
various applications (Jangjarat et al., 2023; Klayklung et al., 2023; Limna et al., 2023).

Advance Knowledge for Executives (AKE) 2(3), No. 25 1

Electronic copy available at: https://ssrn.com/abstract=4581231

ISSN 2822-0323 (Online) July - September 2023

In the realm of education technology, ChatGPT emerged as a groundbreaking development,

particularly in the integration of conversational AI. This AI model, built upon a foundation of
extensive language training, boasts the remarkable ability to understand natural language and
context. Its potential in education is multifaceted, as it can cater to personalised learning
experiences for students. It achieves this by dynamically adjusting the difficulty level of
learning materials based on individual student progress. Moreover, ChatGPT can offer
immediate feedback on students' work and streamline administrative tasks such as grading
and record-keeping (Rasul et al., 2023; Sullivan, Kelly, & McLaughlan, 2023). Beyond the
traditional classroom setting, ChatGPT extends its reach to remote learning environments,
offering students invaluable access to educational resources and support outside the physical
confines of a school or university. Its adaptability and versatility position it as a
transformative force in education technology, poised to enhance the learning experiences of
students across various educational contexts (Bahroun et al., 2023; Klayklung et al., 2023).

According to Woodenson (2022), the prevailing trend in education involves the integration of
technology into the learning process. With an increasing number of teachers utilising
information technology to enhance instruction, more researchers are delving into the realm of
technology-integrated education. In 1986, Davis introduced the Technology Acceptance
Model (TAM), asserting that a technology's ease of use and usefulness significantly impact
users' intentions to use it. Behavioural intention, in this context, refers to an individual's
conscious plans or the likelihood of engaging or refraining from specific behaviours.
Leveraging the TAM model, researchers can anticipate users' readiness to embrace
technology based on their perceptions. Investigating an individual's intention to accept and
use technology is of paramount importance. Hence, this study undertakes a comprehensive
review of the relationships between perceived usefulness, perceived ease of use in the TAM
model, and the intention to use ChatGPT among higher education students. This conceptual
review may not only consolidate existing knowledge, but it may also lay the groundwork for
future policy and research initiatives aimed at facilitating the effective integration of
ChatGPT and other similar technologies in higher education.

LITERATURE REVIEW

ChatGPT, developed by OpenAI, is a natural language processing (NLP) model that builds
upon the GPT architecture, originally conceived for language generation tasks like machine
translation and summarization. Differing from traditional AI models primarily suited for
predictive tasks, ChatGPT operates as a generative AI, capable of spontaneously generating
novel content and expressing it during real-time conversations. Notably, ChatGPT
distinguishes itself by functioning as a text-to-text generative AI, setting it apart from
text-to-image models like OpenAI's DALL-E. A prominent feature of ChatGPT is its ability
to maintain a consistent persona or identity throughout a conversation, enabling more
authentic and coherent dialogues, rather than providing disconnected responses. This
proficiency is a result of training on an extensive dataset comprising conversational text,
including chat logs, forum discussions, and social media interactions. As a result, ChatGPT
can produce human-like responses to prompts and questions, making it a versatile tool for
various applications. Impressively, within a mere week of its initial public release on
November 30, 2022, ChatGPT garnered over one million subscribers, astounding the world
with its remarkable capabilities. Its potential to perform complex tasks in the education sector

Advance Knowledge for Executives (AKE) 2(3), No. 25 2

Electronic copy available at: https://ssrn.com/abstract=4581231

ISSN 2822-0323 (Online) July - September 2023

has elicited mixed reactions from educators, as it signifies a potential transformation of

established educational practices (Klayklung et al., 2023; Su & Liu, 2023).

The Technology Acceptance Model (TAM), a theoretical framework initially introduced by

Davis to elucidate the acceptance of information systems based on rational behaviour theory,
posits that the utilisation of a system is contingent upon one's behavioural intention. This
behavioural intention, in turn, is influenced by both behavioural attitude and perceived
usefulness. It is noteworthy that perceived usefulness and ease of use exert significant
influence on behavioural attitude. Furthermore, the perceived ease of use, in conjunction with
external variables, plays a pivotal role in shaping perceived usefulness. Consequently, both
perceived usefulness and ease of use stand as crucial determinants of a user's behavioural
intention, and both exhibit a positive impact (Shao, 2020; Woodeson, 2022).

According to Limna, Kraiwanit, and Jangjarat (2023), the concept of "easy to use" pertains to
the user's perception of the system's ease of comprehension and the duration required for
effective use (Sitthipon et al., 2022). Perceived ease of use denotes a user's willingness to
engage with a system that demands minimal effort on their part. This aspect holds substantial
importance not only in the initial adoption of technology but also in its sustained usage.
Researchers contend that the perceived ease of use of a technology heightens the likelihood
of the platform being actively employed (Fearnley & Amora, 2020; Prastiawan, Aisjah, &
Rofiaty, 2021). Conversely, perceived usefulness encompasses the extent to which a user
believes that technology can enhance its effectiveness and performance. It represents an
evaluation of the benefits conferred by a technology in simplifying the acquisition of desired
services. An individual's inclination to employ technology is often predicated on a favourable
assessment of its perceived usefulness. When an individual perceives technology as
beneficial, they are more inclined to utilise it. The advantages associated with technology
usage are closely intertwined with aspects such as productivity, effectiveness, task
performance, work requirements, and overall benefits (Wardana et al., 2022).

Rafique et al. (2020) investigated the acceptance of mobile library applications with an
extended TAM and highlighted that perceived usefulness and perceived ease of use emerge as
direct and significant predictors of the intention to use mobile library applications. Moreover,
Alismaiel, Cifuentes-Faura, and Al-Rahmi (2022) conducted a study examining the factors
influencing university students' behaviour and intentions to utilise social media as a means to
enhance their academic performance amid the COVID-19 Pandemic. Their research unveiled
significant findings. Firstly, employing social media for collaborative learning and fostering
student engagement directly contributes to the perception of usefulness, ease of use, and
enjoyment. Secondly, perceived usefulness, ease of use, and the level of enjoyment have a
direct and positive impact on students' attitudes toward using social media for academic
purposes. Thirdly, the relationship between key attributes of the TAM, namely "usefulness,
ease of use, and enjoyment," and the intention to use social media is mediated by one's
attitude toward its utilisation. Lastly, students' attitudes and behavioural intentions related to
social media directly and positively influence their academic performance during the
challenging circumstances of the COVID-19 Pandemic.

In this study, perceived usefulness represents the belief that ChatGPT will enhance students'
academic performance or simplify their tasks, indicating its value as a study tool. Perceived
ease of use reflects the belief that ChatGPT is user-friendly and easy to interact with,
facilitating its adoption. Intention to use signifies students' motivation and expressed

Advance Knowledge for Executives (AKE) 2(3), No. 25 3

Electronic copy available at: https://ssrn.com/abstract=4581231

ISSN 2822-0323 (Online) July - September 2023

willingness to incorporate ChatGPT into their academic activities, highlighting their

readiness to utilise it as a valuable resource in their studies.

RESEARCH METHODOLOGY

The researcher developed the questionnaire items based on previous research that was found
to be valid. Measuring instruments were evaluated in terms of reliability and validity. The
original questions and modified survey items are based on the study of Woodeson (2022).
The modified questions are shown as follows.

Perceived Usefulness

Original Questions Modified Questions

● Using an English online dictionary ● Using ChatGPT improves my skills.

improves my English vocabulary skills.

● Using an English online dictionary ● Using ChatGPT enhances my

enhances my English vocabulary. learning.

● Using an English online dictionary is ● Using ChatGPT is helpful in my

helpful in my study and daily life. study and daily life.

Perceived Ease of Use

Original Questions Modified Questions

● An English online dictionary is easy for me ● Using ChatGPT is easy for me.
to use.

● An English online dictionary makes it easy ● ChatGPT makes it easy for me to

for me to become skillful in vocabulary. become skillful.

● An English online dictionary is clear and ● ChatGPT is clear and understandable.

understandable.

Intentions to Use ChatGPT

Original Questions Modified Questions

● I plan to use an English online dictionary ● I plan to use ChatGPT when I want to
when I want to learn a new vocabulary. learn a new thing.

● I would use an English online dictionary to ● I would use ChatGPT to improve my

improve my English vocabulary skill. learning skills.

● I intend to continue using an English online ● I intend to continue using ChatGPT.

dictionary.

Advance Knowledge for Executives (AKE) 2(3), No. 25 4

Electronic copy available at: https://ssrn.com/abstract=4581231

ISSN 2822-0323 (Online) July - September 2023

RESULT AND DISCUSSION

This conceptual review validated the correlations between perceived usefulness and
perceived ease of use within the TAM and the intentions of higher education students to use
ChatGPT. The synthesis of existing literature reveals consistent support for all previously
posited hypotheses, demonstrating that both perceived usefulness and perceived ease of use
within the TAM model significantly influence students' intentions to adopt ChatGPT.

The outcomes of this study align with those of Bonsu and Baffour-Koduah (2023),
highlighting a statistically significant relationship among Ghanaian university students'
perceptions—specifically, their perceived usefulness and ease of use—regarding ChatGPT
and their intentions to incorporate this technology into higher education settings.
Furthermore, Liu and Ma (2023) expanded upon these findings by conducting structural
equation modelling analyses, yielding profound insights. They revealed that while perceived
ease of use may not directly predict learners' attitudes, it exerts its influence through the
intermediary variable of perceived usefulness. Additionally, the research illuminated that
learners who hold positive attitudes towards ChatGPT's utility are more inclined to exhibit a
heightened behavioural intention. This elevated behavioural intention, in a notable cascading
effect, strongly and positively correlates with their tangible and real usage of ChatGPT for
English learning, extending its impact well beyond the confines of the classroom. Last but not
least, Sallam et al. (2023) underscored the significance of considering various factors,
including risk perceptions, perceived usefulness, ease of use, attitudes towards technology,
and behavioural considerations, when integrating ChatGPT into healthcare education.

CONCLUSION

This comprehensive conceptual review offers valuable contributions to both policy and
research domains. It serves to validate the correlations between perceived usefulness and
perceived ease of use within the TAM and the intentions of higher education students to
utilise ChatGPT. Through a thorough synthesis of existing literature, this review establishes
consistent support for all previously proposed hypotheses. It provides empirical evidence that
affirms the influential roles of both perceived usefulness and perceived ease of use within the
TAM framework in shaping students' intentions to embrace ChatGPT technology.

These findings bear significant implications for both policymakers and researchers in the
field of higher education. In terms of policy, executives, policymakers, and other stakeholders
can utilise this evidence to shape and inform policies concerning the integration of ChatGPT
and similar technologies within higher education contexts. Recognizing the pivotal role of
perceived usefulness and ease of use can provide valuable guidance for the development of
strategies aimed at promoting technology adoption and enhancing the overall learning
experience for students. Meanwhile, from a research perspective, this review opens doors for
deeper exploration of the intricate relationships between perceived usefulness, perceived ease
of use, and intentions to adopt technology. Future research endeavours can delve into the
specific factors influencing these perceptions and their evolution over time, inspiring
investigations into the design of interventions geared toward enhancing perceived usefulness
and ease of use for emerging educational technologies.

Advance Knowledge for Executives (AKE) 2(3), No. 25 5

Electronic copy available at: https://ssrn.com/abstract=4581231

ISSN 2822-0323 (Online) July - September 2023

The validated insights regarding the relationships between perceived usefulness, perceived
ease of use, and intention to use ChatGPT among higher education students suggest a
compelling need for future research. Quantitative investigations, such as questionnaires,
should be undertaken to rigorously analyse the statistical connections outlined in the TAM.
The objective is to offer empirical evidence that solidifies the proposed conceptual
framework. Furthermore, it is advisable for researchers to complement quantitative studies
with qualitative research methods, such as interviews. Qualitative research can delve deeper
into the nuanced aspects of these relationships by uncovering user perceptions, attitudes, and
contextual factors that quantitative analysis alone may not fully capture. This combined
approach can provide a more comprehensive and insightful understanding of students'
intentions concerning ChatGPT usage within the higher education context.

REFERENCES

Alismaiel, O. A., Cifuentes-Faura, J., & Al-Rahmi, W. M. (2022, April). Social Media
Technologies Used for Education: An Empirical Study on TAM Model during the
COVID-19 Pandemic. In Frontiers in Education (Vol. 7). Frontiers Media SA.
Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming Education: A
Comprehensive Review of Generative Artificial Intelligence in Educational Settings
through Bibliometric and Content Analysis. Sustainability, 15(17), 12983.
Bonsu, E., & Baffour-Koduah, D. (2023). From the Consumers’ Side: Determining Students’
Perception and Intention to Use ChatGPTin Ghanaian Higher Education. Available at
SSRN. http://dx.doi.org/10.2139/ssrn.4387107.
Fearnley, M. R., & Amora, J. T. (2020). Learning Management System Adoption in Higher
Education Using the Extended Technology Acceptance Model. IAFOR Journal of
Education, 8(2), 89-106. https://files.eric.ed.gov/fulltext/EJ1265695.pdf.
Jangjarat, K., Kraiwanit, T., Limna, P., & Sonsuphap, R. (2023). Public perceptions towards
ChatGPT​a​s the​Robo​-Assistant. Online Journal of Communication and Media
Technologies, 13(3), e202337. https://doi.org/10.30935/ojcmt/13366.
Klayklung, P., Chocksathaporn, P., Limna, L., Kraiwanit, T., & Jangjarat, K. (2023).
Revolutionizing Education with ChatGPT: Enhancing Learning Through
Conversational AI. Universal Journal of Educational Research, 2(3), 217-225.
Limna, P., Kraiwanit, T., & Jangjarat, K. (2023). Adopting the Technology Acceptance Model
(TAM) to Explore Online Purchase Intention via Facebook Live Streaming: Empirical
Evidence from Bangkok, Thailand. ASEAN Journal of Management & Innovation,
10(1), 1-13. https://ajmi.stamford.edu/index.php/ajmi/article/view/385.
Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023). The Use
of ChatGPT in the Digital Era: Perspectives on Chatbot Implementation. Journal of
Applied Learning and Teaching, 6(1), 64-74. https://doi.org/10.37074/jalt.2023.6.1.32.
Liu, G., & Ma, C. (2023). Measuring EFL Learners’ Use of ChatGPT in Informal Digital
Learning of English Based on the Technology Acceptance Model. Innovation in
Language Learning and Teaching, 1-14.
https://doi.org/10.1080/17501229.2023.2240316.
Prastiawan, D. I., Aisjah, S., & Rofiaty, R. (2021). The Effect of Perceived Usefulness,
Perceived Ease of Use, and Social Influence on the Use of Mobile Banking Through
the Mediation of Attitude Toward Use. Asia Pacific Management and Business
Application, 9(3), 243-260. https://apmba.ub.ac.id/index.php/apmba/article/view/420.

Advance Knowledge for Executives (AKE) 2(3), No. 25 6

Electronic copy available at: https://ssrn.com/abstract=4581231

ISSN 2822-0323 (Online) July - September 2023

Woodeson, K. (2022). The Role of Student Satisfaction between TAM and Intentions to Use
English Online Dictionary: A Conceptual Review. Advance Knowledge for
Executives, 1(2), 1-9. https://ssrn.com/abstract=4248152.
Rafique, H., Almagrabi, A. O., Shamim, A., Anwar, F., & Bashir, A. K. (2020). Investigating
the Acceptance of Mobile Library Applications with an Extended Technology
Acceptance Model (TAM). Computers & Education, 145, 103732.
https://doi.org/10.1016/j.compedu.2019.103732.
Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., Sun, M.,
Day, I., Rather, R. A., & Heathcote, L. (2023). The Role of ChatGPT in Higher
Education: Benefits, Challenges, and Future Research Directions. Journal of Applied
Learning and Teaching, 6(1), 41-56. https://doi.org/10.37074/jalt.2023.6.1.29.
Sallam, M., Salim, N. A., Barakat, M., Al-Mahzoum, K., Ala'a, B., Malaeb, D., Hallit, R., &
Hallit, S. (2023). Assessing Health Students' Attitudes and Usage of ChatGPT in
Jordan: Validation Study. JMIR Medical Education, 9(1), e48254.
Shao, C. (2020). An Empirical Study on the Identification of Driving Factors of Satisfaction
with Online Learning based on TAM. In 5th International Conference on Economics,
Management, Law and Education (EMLE 2019) (pp. 1067-1073). Atlantis Press.
Sitthipon, T., Siripipatthanakul, S., Phayaphrom, B., Siripipattanakul, S., & Limna, P. (2022).
Determinants of Customers’ Intention to Use Healthcare Chatbots and Apps in
Bangkok, Thailand. International Journal of Behavioral Analytics, 2(2), 1-15.
Su, Y., & Liu, Z. (2023). A Study of ChatGPT Empowering College Students' Innovation and
Entrepreneurship Education in the Context of China. International Journal of New
Developments in Education, 5(13), 1-7.
Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in Higher Education:
Considerations for Academic Integrity and Student Learning. Journal of Applied
Learning and Teaching, 6(1), 31-40. https://doi.org/10.37074/jalt.2023.6.1.17.
Wardana, A. A., Saputro, E. P., Wahyuddin, M., & Abas, N. I. (2022). The Effect of
Convenience, Perceived Ease of Use, and Perceived Usefulness on Intention to Use
E-Wallet. In International Conference on Economics and Business Studies (ICOEBS
2022) (pp. 386-395). Atlantis Press. https://doi.org/10.2991/aebmr.k.220602.051.

Advance Knowledge for Executives (AKE) 2(3), No. 25 7

Electronic copy available at: https://ssrn.com/abstract=4581231