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Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study.
Dahri, Nisar Ahmed; Yahaya, Noraffandy; Al-Rahmi, Waleed Mugahed; Aldraiweesh, Ahmed; Alturki, Uthman; Almutairy, Sultan; Shutaleva, Anna; Soomro, Rahim Bux.
Afiliación
  • Dahri NA; Faculty of Social Sciences and Humanities, School of Education, University Teknologi Malaysia, UTM Sukadi, Johor, 81310, Malaysia.
  • Yahaya N; Faculty of Social Sciences and Humanities, School of Education, University Teknologi Malaysia, UTM Sukadi, Johor, 81310, Malaysia.
  • Al-Rahmi WM; Faculty of Social Sciences and Humanities, School of Education, University Teknologi Malaysia, UTM Sukadi, Johor, 81310, Malaysia.
  • Aldraiweesh A; Educational Technology Department, College of Education, King Saud University, P.O. Box 21501, Riyadh, 11485, Saudi Arabia.
  • Alturki U; Educational Technology Department, College of Education, King Saud University, P.O. Box 21501, Riyadh, 11485, Saudi Arabia.
  • Almutairy S; Educational Technology Department, College of Education, King Saud University, P.O. Box 21501, Riyadh, 11485, Saudi Arabia.
  • Shutaleva A; Ural Federal University Named After the First President of Russia B. N. Yeltsin, 620002, Ekaterinburg, Russia.
  • Soomro RB; Institute of Business Administration, Shah Abdul Latif University, Khairpur, Pakistan.
Heliyon ; 10(8): e29317, 2024 Apr 30.
Article en En | MEDLINE | ID: mdl-38628736
ABSTRACT
This mixed-method study explores the acceptance of ChatGPT as a tool for Metacognitive Self-Regulated Learning (MSRL) among academics. Despite the growing attention towards ChatGPT as a metacognitive learning tool, there is a need for a comprehensive understanding of the factors influencing its acceptance in academic settings. Engaging 300 preservice teachers through a ChatGPT-based scenario learning activity and utilizing convenience sampling, this study administered a questionnaire based on the proposed Technology Acceptance Model at UTM University's School of Education. Structural equation modelling was applied to analyze participants' perspectives on ChatGPT, considering factors like MSRL's impact on usage intention. Post-reflection sessions, semi-structured interviews, and record analysis were conducted to gather results. Findings indicate a high acceptance of ChatGPT, significantly influenced by personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning. Interviews and record analysis suggest that academics view ChatGPT positively as an educational tool, seeing it as a solution to challenges in teaching and learning processes. The study highlights ChatGPT's potential to enhance MSRL and holds implications for teacher education and AI integration in educational settings.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Heliyon Año: 2024 Tipo del documento: Article País de afiliación: Malasia Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Heliyon Año: 2024 Tipo del documento: Article País de afiliación: Malasia Pais de publicación: Reino Unido