ChatGPT in Vietnamese math classrooms: What are the influencing factors behind teachers’ adoption?
In the context of the widespread integration of artificial intelligence (AI) technology into education, this study aims to understand the factors influencing Vietnamese mathematics teachers' adoption of ChatGPT in secondary school teaching. Based on the Unified Theory of Acceptance and Use of T...
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| Format: | Article |
| Language: | English |
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Journal of Pedagogical Research
2025-05-01
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| Series: | Journal of Pedagogical Research |
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| Online Access: | https://www.ijopr.com/download/chatgpt-in-vietnamese-math-classrooms-what-are-the-influencing-factors-behind-teachers-adoption-16375.pdf |
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| author | Le Thai Bao Thien Trung Ta Thanh Trung Tang Minh Dung |
| author_facet | Le Thai Bao Thien Trung Ta Thanh Trung Tang Minh Dung |
| author_sort | Le Thai Bao Thien Trung |
| collection | DOAJ |
| description | In the context of the widespread integration of artificial intelligence (AI) technology into education, this study aims to understand the factors influencing Vietnamese mathematics teachers' adoption of ChatGPT in secondary school teaching. Based on the Unified Theory of Acceptance and Use of Technology model, the study uses a quantitative approach with data collected from 490 teachers. It applied the Partial Least Squares Structural Equation Modeling to examine factors influencing this adoption. The results indicate that Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Perceived Trust (PT) significantly affect teachers' Behavioral Intention (BI) to incorporate ChatGPT into their instruction. The study also examines the influence of moderator variables, such as geographic location and gender. While PE, SI, and PT significantly impact BI, no statistically significant differences were found between urban and rural teachers. In contrast, gender differences emerged: PE had a more substantial effect on females, SI influenced males and females differently, PT was significant only for males, and EE impacted only females. Most of these results align with existing research on AI adoption in education. To implement ChatGPT effectively, the study introduces a structured training program aimed at helping teachers integrate ChatGPT into their classrooms. Despite its theoretical and practical contributions, this study has certain limitations and suggests directions for future research. Further studies could incorporate qualitative methods to gain deeper insights, employ random sampling techniques with more extensive and diverse samples to enhance generalizability and explore additional constructs within the theoretical model to provide a more comprehensive understanding of AI adoption in education. |
| format | Article |
| id | doaj-art-8009fe1d6b5845d6a56dde7b88078d00 |
| institution | OA Journals |
| issn | 2602-3717 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Journal of Pedagogical Research |
| record_format | Article |
| series | Journal of Pedagogical Research |
| spelling | doaj-art-8009fe1d6b5845d6a56dde7b88078d002025-08-20T01:53:16ZengJournal of Pedagogical ResearchJournal of Pedagogical Research2602-37172025-05-0192728810.33902/JPR.202531924ChatGPT in Vietnamese math classrooms: What are the influencing factors behind teachers’ adoption?Le Thai Bao Thien Trung0Ta Thanh Trung1Tang Minh Dung2Ho Chi Minh City University of Education, VietnamHo Chi Minh City University of Education, VietnamHo Chi Minh City University of Education, VietnamIn the context of the widespread integration of artificial intelligence (AI) technology into education, this study aims to understand the factors influencing Vietnamese mathematics teachers' adoption of ChatGPT in secondary school teaching. Based on the Unified Theory of Acceptance and Use of Technology model, the study uses a quantitative approach with data collected from 490 teachers. It applied the Partial Least Squares Structural Equation Modeling to examine factors influencing this adoption. The results indicate that Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Perceived Trust (PT) significantly affect teachers' Behavioral Intention (BI) to incorporate ChatGPT into their instruction. The study also examines the influence of moderator variables, such as geographic location and gender. While PE, SI, and PT significantly impact BI, no statistically significant differences were found between urban and rural teachers. In contrast, gender differences emerged: PE had a more substantial effect on females, SI influenced males and females differently, PT was significant only for males, and EE impacted only females. Most of these results align with existing research on AI adoption in education. To implement ChatGPT effectively, the study introduces a structured training program aimed at helping teachers integrate ChatGPT into their classrooms. Despite its theoretical and practical contributions, this study has certain limitations and suggests directions for future research. Further studies could incorporate qualitative methods to gain deeper insights, employ random sampling techniques with more extensive and diverse samples to enhance generalizability and explore additional constructs within the theoretical model to provide a more comprehensive understanding of AI adoption in education. https://www.ijopr.com/download/chatgpt-in-vietnamese-math-classrooms-what-are-the-influencing-factors-behind-teachers-adoption-16375.pdfartificial Intelligencebehavioral intentionChatGPTgenerative AImathematics teachertheory of acceptance |
| spellingShingle | Le Thai Bao Thien Trung Ta Thanh Trung Tang Minh Dung ChatGPT in Vietnamese math classrooms: What are the influencing factors behind teachers’ adoption? Journal of Pedagogical Research artificial Intelligence behavioral intention ChatGPT generative AI mathematics teacher theory of acceptance |
| title | ChatGPT in Vietnamese math classrooms: What are the influencing factors behind teachers’ adoption? |
| title_full | ChatGPT in Vietnamese math classrooms: What are the influencing factors behind teachers’ adoption? |
| title_fullStr | ChatGPT in Vietnamese math classrooms: What are the influencing factors behind teachers’ adoption? |
| title_full_unstemmed | ChatGPT in Vietnamese math classrooms: What are the influencing factors behind teachers’ adoption? |
| title_short | ChatGPT in Vietnamese math classrooms: What are the influencing factors behind teachers’ adoption? |
| title_sort | chatgpt in vietnamese math classrooms what are the influencing factors behind teachers adoption |
| topic | artificial Intelligence behavioral intention ChatGPT generative AI mathematics teacher theory of acceptance |
| url | https://www.ijopr.com/download/chatgpt-in-vietnamese-math-classrooms-what-are-the-influencing-factors-behind-teachers-adoption-16375.pdf |
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