Mathematics Student Teachers’ Behavioural Intention Using ChatGPT

The rapid rise of artificial intelligence (AI), exemplified by ChatGPT, has transformed education. However, few studies have examined the factors influencing its adoption in higher education, especially among Mathematics student teachers. This study investigates factors that influence the behavioura...

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Bibliographic Details
Published inCanadian journal of learning and technology Vol. 50; no. 3; pp. 1 - 29
Main Authors Minh Dung, Tang, Khoi Nguyen, Vo, Cao Minh Trí, Ðoàn, Lúóng Chí Quõc, Phú, Hoang Dieu Ban, Bui
Format Journal Article
LanguageEnglish
Published The Canadian Network for Innovation in Education 04.04.2025
The Canadian Network for Innovation in Education (CNIE)
Subjects
artificial intelligence
behavioural intention
ChatGPT
Mathematics student teacher
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Summary:The rapid rise of artificial intelligence (AI), exemplified by ChatGPT, has transformed education. However, few studies have examined the factors influencing its adoption in higher education, especially among Mathematics student teachers. This study investigates factors that influence the behavioural intentions of Mathematics student teachers regarding using ChatGPT. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) model, data were collected through a questionnaire of 24 items across six factors on a 5-point Likert scale. Using multiple linear regression analysis with RStudio, the findings reveal that Intrinsic Motivation, Performance Expectancy, Social Influence, and Perceived Trust positively affect behavioural intentions to adopt ChatGPT. The study emphasizes implications for developers and educators to enhance AI integration in education, thereby supporting personalized and engaging learning experiences.
ISSN:1499-6677
1499-6685
DOI:10.21432/cjlt28665