Mathematics Student Teachers’ Behavioural Intention Using ChatGPT
The rapid rise of artificial intelligence (AI), exemplified by ChatGPT, has transformed education. However, few studies have examined the factors influencing its adoption in higher education, especially among Mathematics student teachers. This study investigates factors that influence the behaviour...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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The Canadian Network for Innovation in Education (CNIE)
2025-04-01
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| Series: | Canadian Journal of Learning and Technology |
| Subjects: | |
| Online Access: | https://cjlt.ca/index.php/cjlt/article/view/28665 |
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| _version_ | 1850154689867284480 |
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| author | Tang Minh Dung Vo Khoi Nguyen Doan Cao Minh Tri Phu Luong Chi Quoc Bui Hoang Dieu Ban |
| author_facet | Tang Minh Dung Vo Khoi Nguyen Doan Cao Minh Tri Phu Luong Chi Quoc Bui Hoang Dieu Ban |
| author_sort | Tang Minh Dung |
| collection | DOAJ |
| description |
The rapid rise of artificial intelligence (AI), exemplified by ChatGPT, has transformed education. However, few studies have examined the factors influencing its adoption in higher education, especially among Mathematics student teachers. This study investigates factors that influence the behavioural intentions of Mathematics student teachers regarding using ChatGPT. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) model, data were collected through a questionnaire of 24 items across six factors on a 5-point Likert scale. Using multiple linear regression analysis with RStudio, the findings reveal that Intrinsic Motivation, Performance Expectancy, Social Influence, and Perceived Trust positively affect behavioural intentions to adopt ChatGPT. The study emphasizes implications for developers and educators to enhance AI integration in education, thereby supporting personalized and engaging learning experiences.
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| format | Article |
| id | doaj-art-4d13f87e1f644bc68e6dfc018c39cb31 |
| institution | OA Journals |
| issn | 1499-6677 1499-6685 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | The Canadian Network for Innovation in Education (CNIE) |
| record_format | Article |
| series | Canadian Journal of Learning and Technology |
| spelling | doaj-art-4d13f87e1f644bc68e6dfc018c39cb312025-08-20T02:25:13ZengThe Canadian Network for Innovation in Education (CNIE)Canadian Journal of Learning and Technology1499-66771499-66852025-04-0150310.21432/cjlt28665Mathematics Student Teachers’ Behavioural Intention Using ChatGPT Tang Minh Dung0https://orcid.org/0000-0001-5401-1395Vo Khoi Nguyen1Doan Cao Minh Tri2Phu Luong Chi Quoc3Bui Hoang Dieu Ban4Ho Chi Minh City University of EducationHo Chi Minh City University of EducationHo Chi Minh City University of EducationHo Chi Minh City University of EducationHo Chi Minh City University of Education The rapid rise of artificial intelligence (AI), exemplified by ChatGPT, has transformed education. However, few studies have examined the factors influencing its adoption in higher education, especially among Mathematics student teachers. This study investigates factors that influence the behavioural intentions of Mathematics student teachers regarding using ChatGPT. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) model, data were collected through a questionnaire of 24 items across six factors on a 5-point Likert scale. Using multiple linear regression analysis with RStudio, the findings reveal that Intrinsic Motivation, Performance Expectancy, Social Influence, and Perceived Trust positively affect behavioural intentions to adopt ChatGPT. The study emphasizes implications for developers and educators to enhance AI integration in education, thereby supporting personalized and engaging learning experiences. https://cjlt.ca/index.php/cjlt/article/view/28665artificial intelligencebehavioural intentionChatGPTMathematics student teacher |
| spellingShingle | Tang Minh Dung Vo Khoi Nguyen Doan Cao Minh Tri Phu Luong Chi Quoc Bui Hoang Dieu Ban Mathematics Student Teachers’ Behavioural Intention Using ChatGPT Canadian Journal of Learning and Technology artificial intelligence behavioural intention ChatGPT Mathematics student teacher |
| title | Mathematics Student Teachers’ Behavioural Intention Using ChatGPT |
| title_full | Mathematics Student Teachers’ Behavioural Intention Using ChatGPT |
| title_fullStr | Mathematics Student Teachers’ Behavioural Intention Using ChatGPT |
| title_full_unstemmed | Mathematics Student Teachers’ Behavioural Intention Using ChatGPT |
| title_short | Mathematics Student Teachers’ Behavioural Intention Using ChatGPT |
| title_sort | mathematics student teachers behavioural intention using chatgpt |
| topic | artificial intelligence behavioural intention ChatGPT Mathematics student teacher |
| url | https://cjlt.ca/index.php/cjlt/article/view/28665 |
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