Exploring contributing factors and their inter-relationships towards the effective usage of chatgpt in academic learning among UTAR Kampar undergraduates

Yap, Zhi Hui (2024) Exploring contributing factors and their inter-relationships towards the effective usage of chatgpt in academic learning among UTAR Kampar undergraduates. Final Year Project, UTAR.

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Abstract

Recently, ChatGPT is widely leveraged as information searching and drilling natural language processing tool to facilitate academic learning. However, a comprehensive framework is indeed lacking for its effective deployment in educational institutions. Thus, this research aims to analyze individual and technological performance-related variables and their inter-relationships while using ChatGPT to facilitate effective usage of ChatGPT among tertiary learners for their academic learning. Individual performance-related variables consist of tertiary learners’ knowledge base of subject matter and 21st century learning skills. On the other hand, technological performance-related variables comprise tertiary learners’ technological self-efficacy, acceptance level and job expectancy while using ChatGPT. Quantitative research via questionnaire survey was conducted in this research. All question items in the questionnaire were adapted from past related studies. The respondents were recruited using multi-staged cluster sampling technique at UTAR Kampar campus. Data collected from 230 tertiary learners were analysed using Partial Least Square-Structural Equation Modeling (PLS-SEM). In individual performance-related variables, the research findings show that tertiary learners’ communication and problem solving skills significantly influence the effective usage of ChatGPT. Besides, learner’s information literacy skills significantly influence both their communication and problem solving skills. In addition, collaboration skills have a significant effect on communication and information literacy skills. Moreover, learner’s knowledge base of subject matter significantly influences all six 21st century skills analysed in this research. Furthermore, critical thinking skills and problems solving skills are partially mediated by learners’ information literacy skills. In technological performance-related variables, learners’ job expectancy on the outcomes of using ChatCPT, self-efficacy, and behavioural intention to use ChatGPT significantly affect its effective usage in their academic learning. Besides, both tertiary learners’ self-efficacy and job expectancy when using ChatGPT are significantly affected by their perceived usefulness and importance of ChatGPT. In addition, tertiary learners’ self-efficacy in ChatGPT is also significantly influenced their behavioural intention to use it. Furthermore, the relationship between tertiary learners’ perceived ease of use and their behavioural intention to use ChatGPT is partially mediated by their perceived usefulness and importance of ChatGPT. These research results provide an insight to related stakeholders, including tertiary learners and higher education decision makers, on their initiatives to facilitate and manage the usage of ChatGPT as a learning tool in tertiary educational institutions.

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