Generative artificial intelligence attitude analysis of undergraduate students and their precise improvement strategies: A differential analysis of multifactorial influences (original) (raw)
Alier, M., García-Peñalvo, F., & Camba, J. D. (2024). Generative artificial intelligence in education: from deceptive to disruptive. https://doi.org/10.9781/ijimai.2024.02.011
Angeli, C., & Valanides, N. (2020). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior,105, 105954. https://doi.org/10.1016/j.chb.2019.03.018 Article Google Scholar
Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming education: A comprehensive review of generative artificial intelligence in educational settings through bibliometric and content analysis. Sustainability, 15(17), 12983. https://doi.org/10.3390/su151712983
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI,7(1), 52–62. https://doi.org/10.2139/ssrn.4337484 Article Google Scholar
Bandura, A. (2012). Cultivate self‐efficacy for personal and organizational effectiveness. Handbook of principles of organizational behavior: indispensable knowledge for evidence‐based management, 179–200. https://doi.org/10.1002/9781119206422.ch10
Bartlett, M. S. (1954). A note on the multiplying factors for various χ 2 approximations. Journal of the Royal Statistical Society. Series B (Methodological), 296–298.
Beyer, S. (2014). Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades. Computer Science Education,24(2–3), 153–192. https://doi.org/10.1080/08993408.2014.963363 Article Google Scholar
Burbach, L., Nakayama, J., Plettenberg, N., Ziefle, M., & Valdez, A. C. (2018). User preferences in recommendation algorithms: the influence of user diversity, trust, and product category on privacy perceptions in recommender algorithms. In Proceedings of the 12th ACM Conference on Recommender systems (pp. 306–310).
Camilleri, M. A. (2024). Factors affecting performance expectancy and intentions to use ChatGPT: Using SmartPLS to advance an information technology acceptance framework. Technological Forecasting and Social Change,201, 123247. https://doi.org/10.1016/j.techfore.2024.123247 Article Google Scholar
Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Sage publications.
Carter, C. (2023). Technoracism: The Inherent Racism Within AI and How It Affects People of Color (Doctoral dissertation, Elizabeth City State University).
Casillas, A., Robbins, S., Allen, J., Kuo, Y.-L., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology,104(2), 407. https://doi.org/10.1037/a0027180 Article Google Scholar
Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior,138, 107468. https://doi.org/10.1016/j.chb.2022.107468 Article Google Scholar
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education,20(1), 43. https://doi.org/10.1186/s41239-023-00411-8 Article Google Scholar
Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers,25(1), 161–182. https://doi.org/10.1007/s10796-022-10291-4 Article Google Scholar
Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students’ learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education,19(1), 57. https://doi.org/10.1186/s41239-022-00362-6 Article Google Scholar
Fakhri, M. M., Ahmar, A. S., Isma, A., Rosidah, R., & Fadhilatunisa, D. (2024). Exploring Generative AI Tools Frequency: Impacts on Attitude, Satisfaction, and Competency in Achieving Higher Education Learning Goals. EduLine: Journal of Education and Learning Innovation, 4(1), 196–208. https://doi.org/10.35877/454RI.eduline2592
Grolnick, W. S. (2002). The psychology of parental control: How well-meant parenting backfires. Psychology Press.
Gupta, S., Abbas, A. F., & Srivastava, R. (2022). Technology Acceptance Model (TAM): A bibliometric analysis from inception. Journal of Telecommunications and the Digital Economy,10(3), 77–106. https://search.informit.org/doi/10.3316/informit.664054795107308. Accessed 20 July 2024.
Hashem, R., Ali, N., El Zein, F., Fidalgo, P., & Khurma, O. A. (2024). AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention. Research & Practice in Technology Enhanced Learning, 19. https://doi.org/10.58459/rptel.2024.19023
Hernández de la Hera, J. M., Morales-Rodríguez, F. M., Rodríguez-Gobiet, J. P., & Martínez-Ramón, J. P. (2023). Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: An artificial neural network. Frontiers in Psychology,14, 1214892. https://doi.org/10.3389/fpsyg.2023.1214892 Article Google Scholar
Jang, Y., Choi, S., & Kim, H. (2022). Development and validation of an instrument to measure undergraduate students’ attitudes toward the ethics of artificial intelligence (AT-EAI) and analysis of its difference by gender and experience of AI education. Education and Information Technologies,27(8), 11635–11667. https://doi.org/10.1007/s10639-022-11086-5 Article Google Scholar
Kamalov, F., SantandreuCalonge, D., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability,15(16), 12451. https://doi.org/10.3390/su151612451 Article Google Scholar
Kang, S., Choi, Y., & Kim, B. (2024). Impact of motivation factors for using generative AI services on continuous use intention: Mediating trust and acceptance attitude. Social Sciences,13(9), 475. https://doi.org/10.3390/socsci13090475 Article Google Scholar
Kim, S.-W., & Lee, Y. (2020). Attitudes toward artificial intelligence of high school students’ in Korea. Journal of the Korea Convergence Society, 11(12), 1–13. https://doi.org/10.15207/JKCS.2020.11.12.001
Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications.
Koç, F. Ş. (2024). The development of listening and speaking skills in EFL via an artificially intelligent chatbot application: A quasi-experimental design study.
Labonté, C., & Smith, V. R. (2022). Learning through technology in middle school classrooms: Students’ perceptions of their self-directed and collaborative learning with and without technology. Education and Information Technologies,27(5), 6317–6332. https://doi.org/10.1007/s10639-021-10885-6 Article Google Scholar
Lee, M. K., Grgić-Hlača, N., Tschantz, M. C., Binns, R., Weller, A., Carney, M., & Inkpen, K. (2020, April). Human-centered approaches to fair and responsible AI. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–8).
Li, H. (2023). Effects of a ChatGPT-based flipped learning guiding approach on learners’ courseware project performances and perceptions. Australasian Journal of Educational Technology, 39(5), 40–58. https://doi.org/10.14742/ajet.8923
Nikolopoulou, K. (2024). Generative Artificial Intelligence in Higher Education: Exploring ways of harnessing pedagogical Practices with the assistance of ChatGPT. International Journal of Changes in Education, 1(2), 103–111. https://doi.org/10.47852/bonviewIJCE42022489
Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning: Learning motivation as a mediator. Frontiers in Psychology,11, 564294. https://doi.org/10.3389/fpsyg.2020.564294 Article Google Scholar
Qureshi, B. (2023). Exploring the use of chatgpt as a tool for learning and assessment in undergraduate computer science curriculum: Opportunities and challenges. arXiv preprintarXiv:2304.11214. https://doi.org/10.48550/arXiv.2304.11214
Saif, N., Khan, S. U., Shaheen, I., ALotaibi, F. A., Alnfiai, M. M., & Arif, M. (2024). Chat-GPT; validating Technology Acceptance Model (TAM) in education sector via ubiquitous learning mechanism. Computers in Human Behavior, 154, 108097. https://doi.org/10.1016/j.chb.2023.108097
Sallam, M. (2023). The utility of ChatGPT as an example of large language models in healthcare education, research and practice: Systematic review on the future perspectives and potential limitations. MedRxiv, 2023.2002. 2019.23286155. https://doi.org/10.1101/2023.02.19.23286155
Salloum, S. A., Aljanada, R. A., Alfaisal, A. M., Al Saidat, M. R., & Alfaisal, R. (2024). Exploring the Acceptance of ChatGPT for Translation: An Extended TAM Model Approach. In Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 527–542). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-52280-2_33
Sansone, C., Smith, J. L., Thoman, D. B., & MacNamara, A. (2012). Regulating interest when learning online: Potential motivation and performance trade-offs. The Internet and Higher Education,15(3), 141–149. https://doi.org/10.1016/j.iheduc.2011.10.004 Article Google Scholar
Shaengchart, Y. (2023). A conceptual review of TAM and ChatGPT usage intentions among higher education students. Advance Knowledge for Executives,2(3), 1–7. https://ssrn.com/abstract=4581231. Accessed 20 July 2024.
Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4–11.https://doi.org/10.12691/AJAMS-9-1-2
Steinmetz, H., Knappstein, M., Ajzen, I., Schmidt, P., & Kabst, R. (2016). How effective are behavior change interventions based on the theory of planned behavior? Zeitschrift Für Psychologie. https://doi.org/10.1027/2151-2604/a000255 Article Google Scholar
Sun, L., Hu, L., & Zhou, D. (2022b). Single or combined? A study on programming to promote junior high school students’ computational thinking skills. Journal of Educational Computing Research,60(2), 283–321. https://doi.org/10.1177/07356331211035182 Article Google Scholar
Tate, T., Doroudi, S., Ritchie, D., Xu, Y., & Warschauer, M. (2023). Educational research and AI-generated writing: Confronting the coming tsunami. EdArXiv. January, 10. https://doi.org/10.35542/osf.io/4mec3
Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019, July). Envisioning AI for K-12: What should every child know about AI?. In Proceedings of the AAAI conference on artificial intelligence (Vol. 33, No. 01, pp. 9795–9799). https://doi.org/10.1609/aaai.v33i01.33019795
Vo, A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: EFL students' perceptions of technology acceptance. Journal of University Teaching and Learning Practice, 21(6), 199–218. https://doi.org/10.53761/fr1rkj58
Williams, C. (2023). Hype, or the future of learning and teaching? 3 Limits to AI’s ability to write student essays.
Yan, W., Nakajima, T., & Sawada, R. (2024). Benefits and Challenges of Collaboration between Students and Conversational Generative Artificial Intelligence in Programming Learning: An Empirical Case Study. Education Sciences,14(4), 433. https://doi.org/10.3390/educsci14040433 Article Google Scholar
Yilmaz, R., & Yilmaz, F. G. K. (2023). The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy and motivation. Computers and Education: Artificial Intelligence,4, 100147. https://doi.org/10.1016/j.caeai.2023.100147 Article Google Scholar
Zhong, B., Wang, Q., Chen, J., & Li, Y. (2016). An exploration of three-dimensional integrated assessment for computational thinking. Journal of Educational Computing Research,53(4), 562–590. https://doi.org/10.1177/0735633115608444 Article Google Scholar
Zhou, H., & Zhou, D. (2024, April). Transformation of Vocational Education Based on Generative Artificial Intelligence: Impact, Opportunity and Countermeasures. In Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–26, 2023, Zhengzhou, China.https://doi.org/10.4108/eai.24-11-2023.2343636
Zou, M., & Huang, L. (2023). To use or not to use? Understanding doctoral students’ acceptance of ChatGPT in writing through technology acceptance model. Frontiers in Psychology,14, 1259531. https://doi.org/10.3389/fpsyg.2023.1259531 Article Google Scholar