AIDUA in Action: Exploring Group Differences in ChatGPT Acceptance in Higher Education via Multi-Group Analysis.

Abstract

The rapid development of Generative AI (GAI) Chatbots presents new educational opportunities and challenges. While previous studies have examined Chatbot acceptance among students using traditional frameworks such as the Technology Acceptance Model (TAMs) and the Unified Theory of Acceptance and Use of Technology (UTAUT), these models cannot capture the intelligent attributes of AI technology. This study examined students' acceptance of chatbots using the Artificial Intelligence Device Usage Acceptance (AIDUA) model to explore usage group differences among higher education students. The multi-group analysis (MGA) findings address no significant moderation effect by the ChatGPT functions between the constructs, but a substantial influence by the academic field (STEM vs. non-STEM students). The results showed different effect sizes in the relationships of (Hedonic motivation, Performance Expectancy), (Performance expectancy, Emotion), and (Emotion, Willingness to accept ChatGPT). Based on the results, AI companies are advised to tailor content to educational fields and needs and refine their tools to enhance student experiences.