ORCID
0000-0002-2277-0933
Abstract
ChatGPT, a sophisticated generative machine learning chatbot, has impressed users with its groundbreaking capabilities, showcasing improved conversational skills and exceptional professional knowledge and contextual awareness. A plethora of scholars is investigating ChatGPT via various technology adoption frameworks, including the theory of planned behavior. The current study seeks to augment existing knowledge by investigating the behavioral intention to use ChatGPT for academic purposes, utilizing the theory of planned behavior (TPB) in conjunction with an additional variable of trust, while reassessing the formerly established associations among the components thereof within the framework of early technology adopters. The participants were students from several colleges in Gujarat, India, engaged in undergraduate and postgraduate studies. The data were collected from October to November 2024. This research offers theoretical advancements about the determinants affecting university students’ use of ChatGPT for academic objectives, emphasizing the theory of planned behavior framework. The results have significant consequences for academics and educational systems, prompting them to create a pedagogically effective and ethically sound AI-integrated learning environment.
