Publicação
Understanding the impact of ChatGPT and related AI tools in Education
| Resumo: | Artificial Intelligence (AI) has experienced fast development and widespread application, which has revolutionized the education field dramatically. The present study discusses AI tools' impact, in our case ChatGPT, on the academic performance of students in a learning setting. Using a quantitative approach, we developed an innovative and integrated theoretical model, integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) with the Resource-Based View (RBV), which was tested empirically with PLS-SEM and data from Macedonian students. Our findings illustrate a direct link between students' behavioral intention to utilize AI tools (influenced by performance expectancy, social influence, and facilitating conditions) and their academic performance, further mediated by actual use of AI tools and individualized learning experience. This research makes unique contributions by providing one of the first empirical investigations connecting AI tools usage and academic performance, with a new theoretical model that has not been empirically tested in the literature previously. The study offers also significant theoretical contributions to technology acceptance in education and provides action implications for students, educators, and universities on how to effectively utilize AI tools to enhance learning outcomes and foster a supportive educational environment. |
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| Autores principais: | Menga, Kjubra |
| Assunto: | Artificial Intelligence Education Academic Performance ChatGPT AI tools SDG 3 - Good health and well-being SDG 4 - Quality education SDG 8 - Decent work and economic growth SDG 10 - Reduced inequalities SDG 11 - Sustainable cities and communities SDG 12 - Responsible production and consumption SDG 17 - Partnerships for the goals |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | Artificial Intelligence (AI) has experienced fast development and widespread application, which has revolutionized the education field dramatically. The present study discusses AI tools' impact, in our case ChatGPT, on the academic performance of students in a learning setting. Using a quantitative approach, we developed an innovative and integrated theoretical model, integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) with the Resource-Based View (RBV), which was tested empirically with PLS-SEM and data from Macedonian students. Our findings illustrate a direct link between students' behavioral intention to utilize AI tools (influenced by performance expectancy, social influence, and facilitating conditions) and their academic performance, further mediated by actual use of AI tools and individualized learning experience. This research makes unique contributions by providing one of the first empirical investigations connecting AI tools usage and academic performance, with a new theoretical model that has not been empirically tested in the literature previously. The study offers also significant theoretical contributions to technology acceptance in education and provides action implications for students, educators, and universities on how to effectively utilize AI tools to enhance learning outcomes and foster a supportive educational environment. |
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