Research Article
Valentine Joseph Owan, Ibrahim Abba Mohammed, Ahmed Bello, Tajudeen Ahmed Shittu
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep592
ABSTRACT
Despite the increasing interest in artificial intelligence technologies in education, there is a gap in understanding the factors influencing the adoption of ChatGPT among Nigerian higher education students. Research has not comprehensively explored these factors in the Nigerian context, leaving a significant gap in understanding technology adoption in this setting. This study addressed this gap by investigating the predictors of students’ behavioral intentions (BIs) and actual use behavior of ChatGPT through the lens of the unified theory of acceptance and use of technology 2 (UTAUT2) framework. A cross-sectional correlational research design was used to examine the relationships between extended UTAUT variables, BIs, and ChatGPT use behavior. A sample of 8,496 higher education students from diverse institutions in Nigeria participated in the study. The data were collected using the higher education students’ ChatGPT utilization questionnaire, which assessed various factors, such as performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FCs), hedonic motivation (HM), habit (HB), BI, and ChatGPT use behavior. The findings reveal several significant predictors of students’ BIs and actual usage of ChatGPT. PE, SI, HM, and HB were found to be significant positive predictors of BI, while EE and FCs were significant negative predictors. For ChatGPT use behavior, FCs, HM, HB, and BI were significant positive predictors, whereas PE and SI were significant negative predictors. BI mediated the relationships between several factors and ChatGPT usage behavior: positively for some (PE, SI, HM, and HB) and negatively for others (EE and FC). This study contributes to understanding the adoption of ChatGPT in higher education contexts. The findings highlight the importance of addressing usability issues, providing adequate support and resources, promoting a positive user experience, fostering habitual usage, and leveraging social networks to encourage adoption.
Keywords: artificial intelligence, chatbots, GenAI, large language models, technology use
Research Article
Maria Eleftheriou, Muhammad Ahmer, Daniel Fredrick
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep587
ABSTRACT
Like many student writing centers, the American University of Sharjah Writing Center is seeing a rise in student reliance upon generative AI (GenAI) tools, which are artificial intelligence systems capable of generating human-like text. Peer tutors frequently seek guidance on how to approach student papers involving GenAI tools such as ChatGPT, yet writing centers have offered relatively little direction on this emerging issue. Our study examines the challenges peer tutors encounter when addressing AI use in student writing, as well as the strategies they employ to navigate these issues. A focus group discussion with peer tutors and an analysis of a collaborative document co-developed by the peer tutors provided insights into their experiences. Findings reveal that peer tutors encounter difficulties when students use ChatGPT covertly, struggle with ethical concerns about hiding AI involvement, and report inconsistencies in faculty policies regarding AI use, making it difficult to offer consistent advice to their students. To address these challenges, peer tutors encourage students to disclose their use of AI, explore their motivations for using it, and discuss both the benefits and limitations of AI tools. They emphasize students’ potential, encourage rewriting and revising AI-generated content, promote learning and independence over AI reliance, engage in discussions about ethical considerations, and advise adherence to professors’ guidelines. This research will contribute to developing practical guidelines for responding to AI in writing centers and provide peer tutors with the tools they need to navigate these changes. The study’s findings will also contribute to the evolving dialogue on academic integrity and the role of AI in higher education.
Keywords: generative AI, GenAI, AI, AI tools, writing center pedagogy, ChatGPT in education, academic integrity, AI in student writing