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Education·G Space·Evidence-backed gain·Published 2026-09-09

Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology

Abstract: Abstract AI-powered chat technology is an emerging topic worldwide, particularly in areas such as education, research, writing, publishing, and authorship. This study aims to explore the factors driving students' acceptance of ChatGPT in higher education. The study employs the unified theory of acceptance and use of technology (UTAUT2) theoretical model, with an extension of Personal innovativeness, to verify the Behavioral intention and Use behavior of ChatGPT by students. The study uses data from a sample of 5…

TRV-2026-1038Peer-reviewedPermanent record — cite & verify
Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology

Students at a classroom at the CU by Billjones94. CC BY-SA 4.0 · https://creativecommons.org/licenses/by-sa/4.0

The quick read

By November 2023, researchers surveyed 503 Polish state university students to test an extended UTAUT2 model of ChatGPT acceptance. Using PLS-SEM, they found habit, performance expectancy, and hedonic motivation predicted behavioral intention, while behavioral intention, habit, and facilitating conditions predicted actual use behavior.

The findings matter because they identify which motivational and contextual factors most strongly shape early ChatGPT adoption in higher education, explaining substantial variance in intention and use. Uncertainty remains about generalizability beyond Polish state universities and about how acceptance patterns evolve as ChatGPT-like tools mature.

Main points
  • Study applied extended UTAUT2 with Personal innovativeness to 503 Polish state university students using PLS-SEM.
  • Habit (0.339), Performance expectancy (0.260), and Hedonic motivation (0.187) were top drivers of Behavioral intention.
  • Behavioral intention (0.424), Habit (0.255), and Facilitating conditions (0.188) were top drivers of Use behavior.
Gain

Among 503 Polish state university students, habit and performance expectancy increased behavioral intention to use ChatGPT, and behavioral intention increased actual use behavior in higher education.

The rundown

The study tested an extended UTAUT2 model including Personal innovativeness to verify Behavioral intention and Use behavior of ChatGPT. Data were collected from 503 Polish state university students and analyzed with PLS-SEM.

Results quantified driver strengths for intention and use, and reported explanatory power of 72.8% for Behavioral intention and 54.7% for Use behavior, positioning the work as an early empirical baseline for ChatGPT-like technology in university education.

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