Exploring the acceptance of the ChatGPT artificial intelligence tool in teaching programming
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| Titel: | Exploring the acceptance of the ChatGPT artificial intelligence tool in teaching programming |
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| Quelle: | Zeszyty Naukowe Politechniki Śląskiej. Organizacja i Zarządzanie. (227):261-271 |
| Verlagsinformationen: | 2025. |
| Publikationsjahr: | 2025 |
| Schlagwörter: | ChatGPT, programming education, TAM, edukacja programistyczna, technology acceptance, artificial intelligence in education, sztuczna inteligencja w edukacji, UTAUT, akceptacja technologii |
| Beschreibung: | Purpose: This article presents the results of an acceptance study of artificial intelligence, in the form of the ChatGPT tool in programming education. The purpose of this study was to identify factors influencing the acceptance of AI technology in the form of ChatGPT in programming education among students. The study involved 383 pupils and students learning programming in educational classes. Design/methodology/approach: Data obtained through a survey questionnaire were analysed, which measured the impact of constructs such as performance expectancy, effort expectancy, innovation characteristics, social influence, psychological needs and trust on acceptance. Questions defining each construct were prepared according to previous studies. The subjective degree of feeling was given by the user on a seven-point Likert scale (1 - strongly agree, 7 - strongly disagree). The seven-point scale has also been used in many other works on similar topics. Correlation studies were carried out using the partial least squares (PLS) method. Calculations were performed using Excel, SPSS, and the SmartPLSv3 application. Findings: The results indicated that the most significant influence on acceptance was expected effort and expected performance. Trust in the technology appeared to be next. On the other hand, psychological needs, social influence and innovation characteristics although present, have a less significant impact on respondents' decision to accept the ChatGPT tool. Research limitations/implications: Future research should focus on continuous improvement of measurement models and adaptation to the studied environment. Practical implications: The results obtained may have practical implications for staff creating and managing the education process and for software developers. Social implications: Building awareness of the impact of various factors on the behaviour of users of information systems. Originality/value: The paper analyses the factors influencing software acceptance, which is of relevance to management and quality sciences. Ten artykuł przedstawia wyniki badania akceptacji sztucznej inteligencji w formie narzędzia ChatGPT w edukacji programistycznej. Celem badania było zidentyfikowanie czynników wpływających na akceptację technologii AI w postaci ChatGPT w edukacji programistycznej wśród uczniów i studentów. W badaniu wzięło udział 383 uczniów i studentów uczących się programowania na zajęciach edukacyjnych. |
| Publikationsart: | Article |
| Sprache: | English |
| ISSN: | 1641-3466 |
| DOI: | 10.29119/1641-3466.2025.227.20 |
| Dokumentencode: | edsair.dris...02463..494c2dfe53e7db9f7e45a0465012b68e |
| Datenbank: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | Purpose: This article presents the results of an acceptance study of artificial intelligence, in the form of the ChatGPT tool in programming education. The purpose of this study was to identify factors influencing the acceptance of AI technology in the form of ChatGPT in programming education among students. The study involved 383 pupils and students learning programming in educational classes. Design/methodology/approach: Data obtained through a survey questionnaire were analysed, which measured the impact of constructs such as performance expectancy, effort expectancy, innovation characteristics, social influence, psychological needs and trust on acceptance. Questions defining each construct were prepared according to previous studies. The subjective degree of feeling was given by the user on a seven-point Likert scale (1 - strongly agree, 7 - strongly disagree). The seven-point scale has also been used in many other works on similar topics. Correlation studies were carried out using the partial least squares (PLS) method. Calculations were performed using Excel, SPSS, and the SmartPLSv3 application. Findings: The results indicated that the most significant influence on acceptance was expected effort and expected performance. Trust in the technology appeared to be next. On the other hand, psychological needs, social influence and innovation characteristics although present, have a less significant impact on respondents' decision to accept the ChatGPT tool. Research limitations/implications: Future research should focus on continuous improvement of measurement models and adaptation to the studied environment. Practical implications: The results obtained may have practical implications for staff creating and managing the education process and for software developers. Social implications: Building awareness of the impact of various factors on the behaviour of users of information systems. Originality/value: The paper analyses the factors influencing software acceptance, which is of relevance to management and quality sciences.<br />Ten artykuł przedstawia wyniki badania akceptacji sztucznej inteligencji w formie narzędzia ChatGPT w edukacji programistycznej. Celem badania było zidentyfikowanie czynników wpływających na akceptację technologii AI w postaci ChatGPT w edukacji programistycznej wśród uczniów i studentów. W badaniu wzięło udział 383 uczniów i studentów uczących się programowania na zajęciach edukacyjnych. |
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| ISSN: | 16413466 |
| DOI: | 10.29119/1641-3466.2025.227.20 |