Latent dimensions in the adoption of ChatGPT at the University: CHASSIS model
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Abstract
The key dimensions influencing the use of ChatGPT among university students are analyzed, a topic driven by the growing expansion of generative artificial intelligence across all domains. Based on a two-stage probabilistic sampling method, a questionnaire was administered to 509 students from the Faculty of Education, Science, and Technology at a public university in Ecuador. The instrument integrates well-established theories of technology adoption and includes the adaptation of relevant factors for the use of ChatGPT in educational contexts. Through Exploratory Factor Analysis, seven factors were extracted: ethical and academic concerns (PEA), performance expectancy (ED), cost and financial accessibility (CAF), intention to use (IU), social influence/social anxiety (IAS), perceived credibility and reliability (CFP), and facilitating conditions (CF). The latent variables explain 68.6 % of the variance and show high internal consistency (Cronbach’s alpha ranging from 0.859 to 0.945), which confers strong reliability to the instrument. The main factor, PEA, highlights the relevance of academic integrity and authorship, while ED and CF underscore the importance of academic effectiveness and institutional support. The proposed model, CHASSIS, contributes to a deeper understanding of the elements influencing the intention to use ChatGPT, providing a theoretical foundation for future research.
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