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The Sustainable Integration of AI in Higher Education: Analyzing ChatGPT Acceptance Factors Through an Extended UTAUT2 Framework in Peruvian Universities

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  • Marco Agustín Arbulú Ballesteros

    (Ingeniería de Sistemas—Campus Virtual, Escuela de Contabilidad—Campus Chiclayo, Universidad Tecnológica del Perú, Chiclayo 14011, Peru)

  • Benicio Gonzalo Acosta Enríquez

    (Departamento de Ciencias Psicológicas, Universidad Nacional de Trujillo, Trujillo 13001, Peru)

  • Emma Verónica Ramos Farroñán

    (Instituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén-Chiclayo, Trujillo 13001, Peru)

  • Hugo Daniel García Juárez

    (Instituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén-Chiclayo, Trujillo 13001, Peru)

  • Luis Edgardo Cruz Salinas

    (Instituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén-Chiclayo, Trujillo 13001, Peru)

  • Julio Ernesto Blas Sánchez

    (Ingeniería de Sistemas—Campus Virtual, Escuela de Contabilidad—Campus Chiclayo, Universidad Tecnológica del Perú, Chiclayo 14011, Peru)

  • Julie Catherine Arbulú Castillo

    (Instituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén-Chiclayo, Trujillo 13001, Peru)

  • Gladys Sandi Licapa-Redolfo

    (Grupo de Investigación en Ecología Evolutiva, Protección de Cultivos, Remediación Ambiental, y Biotecnología (EPROBIO), Universidad Privada del Norte, Trujillo 13006, Peru)

  • Gary Christiam Farfán Chilicaus

    (Instituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén-Chiclayo, Trujillo 13001, Peru)

Abstract

ChatGPT, a large language model AI, has the potential to transform higher education by providing students with personalized learning support, assisting in writing tasks, and enhancing their level of engagement. This study examines the factors influencing the acceptance of ChatGPT among university students in Peru, following the extended UTAUT2 model with the addition of a construct called knowledge sharing (KS). A total of 772 students from seven universities in Lambayeque and La Libertad participated in an online survey, providing insights into their perceptions and experiences with using ChatGPT for academic purposes. The results from the structural equation model showed that effort expectancy, behavioral intention, and knowledge sharing positively influenced the actual use of ChatGPT. Furthermore, effort expectancy and performance expectancy were found to be determinants of the behavioral intention to use ChatGPT. The study also revealed that performance expectancy and behavioral intention serve as sequential mediating variables regarding the effect of effort expectancy on actual use. These findings suggest a positive adoption of ChatGPT among students, driven by individual and contextual factors, and highlight the importance of managing effort and performance expectations appropriately. This study represents a significant advancement in understanding the acceptance of ChatGPT in higher education and provides valuable guidance for practical implementation efforts, ensuring that this powerful AI tool is effectively leveraged to support student learning and success.

Suggested Citation

  • Marco Agustín Arbulú Ballesteros & Benicio Gonzalo Acosta Enríquez & Emma Verónica Ramos Farroñán & Hugo Daniel García Juárez & Luis Edgardo Cruz Salinas & Julio Ernesto Blas Sánchez & Julie Catherine, 2024. "The Sustainable Integration of AI in Higher Education: Analyzing ChatGPT Acceptance Factors Through an Extended UTAUT2 Framework in Peruvian Universities," Sustainability, MDPI, vol. 16(23), pages 1-28, December.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:23:p:10707-:d:1538150
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    References listed on IDEAS

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    1. Nikita Bodani & Abhishek Lal & Afsheen Maqsood & Sara Altamash & Naseer Ahmed & Artak Heboyan, 2023. "Knowledge, Attitude, and Practices of General Population Toward Utilizing ChatGPT: A Cross-sectional Study," SAGE Open, , vol. 13(4), pages 21582440231, November.
    2. Ali, Omar & Murray, Peter A. & Momin, Mujtaba & Al-Anzi, Fawaz S., 2023. "The knowledge and innovation challenges of ChatGPT: A scoping review," Technology in Society, Elsevier, vol. 75(C).
    3. Jörg Garrel & Jana Mayer, 2023. "Artificial Intelligence in studies—use of ChatGPT and AI-based tools among students in Germany," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    4. Camilleri, Mark Anthony, 2024. "Factors affecting performance expectancy and intentions to use ChatGPT: Using SmartPLS to advance an information technology acceptance framework," Technological Forecasting and Social Change, Elsevier, vol. 201(C).
    5. Luisa Mich & Roberto Garigliano, 2023. "ChatGPT for e-Tourism: a technological perspective," Information Technology & Tourism, Springer, vol. 25(1), pages 1-12, March.
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    Cited by:

    1. Benicio Gonzalo Acosta-Enriquez & Moises David Reyes-Perez & Olger Huamani Jordan & Leticia Carreño Saucedo & Jesús Emilio Agustín Padilla-Caballero & Antony Esmit Franco Fernández-Altamirano & Abraha, 2025. "Exploring the Determinants of the Sustainable Use of Artificial Intelligence in Peruvian University Teachers: A Structural Equation Modeling Analysis," Sustainability, MDPI, vol. 17(7), pages 1-21, March.

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