University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study
Integration of ChatGPT into higher education requires assessing university educators’ perspectives regarding this novel technology. This study aimed to validate a survey instrument specifically tailored to assess ChatGPT usability and acceptability among university educators based on the Technology...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
International Council for Open and Distance Education (ICDE)
2025-04-01
|
| Series: | Open Praxis |
| Subjects: | |
| Online Access: | https://account.openpraxis.org/index.php/up-j-op/article/view/718 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849699213654360064 |
|---|---|
| author | Muna Barakat Nesreen A. Salim Malik Sallam |
| author_facet | Muna Barakat Nesreen A. Salim Malik Sallam |
| author_sort | Muna Barakat |
| collection | DOAJ |
| description |
Integration of ChatGPT into higher education requires assessing university educators’ perspectives regarding this novel technology. This study aimed to validate a survey instrument specifically tailored to assess ChatGPT usability and acceptability among university educators based on the Technology Acceptance Model (TAM). The survey instrument comprised 40 TAM-based items in addition to items assessing participants’ demographics. We used exploratory factor analysis (EFA) with principal component analysis (PCA) to assess construct validity and Cronbach’s α for reliability. The final sample comprised 236 university educators, with 72% who heard of ChatGPT before the study (n = 169), of whom 76 have already used ChatGPT (45.0%). The EFA showed a significant Bartlett’s test of sphericity (p < 0.001) and adequate Kaiser-Meyer-Olkin measure (KMO = 0.698). The six constructs inferred through EFA explained a total of 64% of the variance in the educators’ attitude to ChatGPT. These constructs comprised 31 items classified into: (1) “Effectiveness” (α = 0.845), (2) “Anxiety” (α = 0.862), (3) “Technology readiness (α = 0.885), (4) Perceived usefulness (α = 0.848), (5) Social influence (α = 0.803), and (6) Perceived risk (α = 0.796). The study identified six key constructs that can be exploited for comprehensive understanding of the university educators’ attitude towards ChatGPT. The novel survey instrument herein termed “Ed-TAME-ChatGPT” involved positive influencing factors such as perceived usefulness and effectiveness, positive attitude to technology, and social influence in addition to negative factors comprising anxiety and perceived risk.
|
| format | Article |
| id | doaj-art-99da2dd740964a6c8e6d18c3211981ae |
| institution | DOAJ |
| issn | 1369-9997 2304-070X |
| language | English |
| publishDate | 2025-04-01 |
| publisher | International Council for Open and Distance Education (ICDE) |
| record_format | Article |
| series | Open Praxis |
| spelling | doaj-art-99da2dd740964a6c8e6d18c3211981ae2025-08-20T03:18:41ZengInternational Council for Open and Distance Education (ICDE)Open Praxis1369-99972304-070X2025-04-0117110.55982/openpraxis.17.1.718University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based StudyMuna Barakat0https://orcid.org/0000-0002-7966-1172Nesreen A. Salim1https://orcid.org/0000-0002-5355-2269Malik Sallam2https://orcid.org/0000-0002-0165-9670Applied Science Private UniversityThe University of JordanThe University of Jordan Integration of ChatGPT into higher education requires assessing university educators’ perspectives regarding this novel technology. This study aimed to validate a survey instrument specifically tailored to assess ChatGPT usability and acceptability among university educators based on the Technology Acceptance Model (TAM). The survey instrument comprised 40 TAM-based items in addition to items assessing participants’ demographics. We used exploratory factor analysis (EFA) with principal component analysis (PCA) to assess construct validity and Cronbach’s α for reliability. The final sample comprised 236 university educators, with 72% who heard of ChatGPT before the study (n = 169), of whom 76 have already used ChatGPT (45.0%). The EFA showed a significant Bartlett’s test of sphericity (p < 0.001) and adequate Kaiser-Meyer-Olkin measure (KMO = 0.698). The six constructs inferred through EFA explained a total of 64% of the variance in the educators’ attitude to ChatGPT. These constructs comprised 31 items classified into: (1) “Effectiveness” (α = 0.845), (2) “Anxiety” (α = 0.862), (3) “Technology readiness (α = 0.885), (4) Perceived usefulness (α = 0.848), (5) Social influence (α = 0.803), and (6) Perceived risk (α = 0.796). The study identified six key constructs that can be exploited for comprehensive understanding of the university educators’ attitude towards ChatGPT. The novel survey instrument herein termed “Ed-TAME-ChatGPT” involved positive influencing factors such as perceived usefulness and effectiveness, positive attitude to technology, and social influence in addition to negative factors comprising anxiety and perceived risk. https://account.openpraxis.org/index.php/up-j-op/article/view/718AI chatbotsGPTeducationtechnologyTechnology Acceptance ModelAI usability |
| spellingShingle | Muna Barakat Nesreen A. Salim Malik Sallam University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study Open Praxis AI chatbots GPT education technology Technology Acceptance Model AI usability |
| title | University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study |
| title_full | University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study |
| title_fullStr | University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study |
| title_full_unstemmed | University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study |
| title_short | University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study |
| title_sort | university educators perspectives on chatgpt a technology acceptance model based study |
| topic | AI chatbots GPT education technology Technology Acceptance Model AI usability |
| url | https://account.openpraxis.org/index.php/up-j-op/article/view/718 |
| work_keys_str_mv | AT munabarakat universityeducatorsperspectivesonchatgptatechnologyacceptancemodelbasedstudy AT nesreenasalim universityeducatorsperspectivesonchatgptatechnologyacceptancemodelbasedstudy AT maliksallam universityeducatorsperspectivesonchatgptatechnologyacceptancemodelbasedstudy |