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TRUVACE RECORD VERSION
record: TRV-2026-0443
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-07-20T10:54:52.514276Z
status: published
lens: g_space
sector: education
headline: Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study
dek: 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 Techno…
gain_title: Preservice teachers reported high acceptance of ChatGPT as a tool that can enhance metacognitive self-regulated learning and help address teaching and learning challenges.
problem_title: (none)
trace_subject: (none)
gain_reading: Preservice teachers reported high acceptance of ChatGPT as a tool that can enhance metacognitive self-regulated learning and help address teaching and learning challenges.
gain_evidence: high acceptance of ChatGPT | seeing it as a solution to challenges in teaching and learning processes
problem_reading: (none)
problem_evidence: (none)
quick_read: By April 2024, researchers at UTM University's School of Education had tested ChatGPT acceptance for metacognitive self-regulated learning with 300 preservice teachers. Participants completed a scenario-based activity and a Technology Acceptance Model questionnaire, followed by reflections and interviews, with responses analyzed via structural equation modelling.

The reported high acceptance suggests ChatGPT could be integrated into teacher education to support self-regulated learning, but the evidence is confined to self-reported intentions and perceptions from a convenience sample at one university, leaving actual learning outcomes and broader adoption across diverse educational contexts uncertain.
limitation: Findings are bounded by convenience sampling of 300 preservice teachers at a single institution, limiting generalizability beyond that academic setting.
tag: Evidence-backed gain
key_points: Mixed-methods study with 300 preservice teachers at UTM University's School of Education using a ChatGPT-based scenario learning activity. | Used questionnaire based on extended Technology Acceptance Model and structural equation modelling plus post-reflection sessions and semi-structured interviews. | Acceptance was significantly influenced by personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning.
rundown: The study engaged 300 preservice teachers at UTM University's School of Education in a ChatGPT-based scenario learning activity. Data collection included a Technology Acceptance Model questionnaire analyzed with structural equation modelling, plus post-reflection sessions, semi-structured interviews, and record analysis.

Results reported high acceptance driven by factors including personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning itself. Qualitative data indicated academics viewed ChatGPT positively as an educational tool.
sources:
- peer_reviewed | Heliyon | https://doi.org/10.1016/j.heliyon.2024.e29317 | 2024-04-01
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