Vietnamese University Students’ Perceptions of ChatGPT for Homework Assistance

• Published in: International journal of interactive mobile technologies Vol. 18; no. 15; pp. 190 - 204
• Main Authors: Le, Mai Thi Truc, Tran, Khue Van
• Format: Journal Article
• Language: English
• Published: 12.08.2024
• ISSN: 1865-7923; 1865-7923
• DOI: 10.3991/ijim.v18i15.48819

Since its emergence, the novel ChatGPT has attracted lots of users. In education, the use of Chat GPT might provide both advantages and disadvantages for students. Likewise, the intention to use ChatGPT for learning is controversial in different contexts. In some contexts, students perceived ChatGPT as useful and easy to use, expressing their inclination to use this learning tool. Meanwhile, in other contexts, students were doubtful about ChatGPT’s benefits, leaning toward not using the tool for their learning. Therefore, it is worth gaining insight into students’ perceptions of ChatGPT in the current context. Drawing from the technology acceptance model (TAM), we explored how students perceived ChatGPT for their homework assignments. Data from mixed methods revealed that students have a moderately positive perception of using ChatGPT. Specifically, students have a positive attitude toward the use of ChatGPT and perceive it as useful and easy to use. More importantly, students have the intention of employing this tool for their future learning, despite several concerns. Data from structural equation modeling analyses demonstrated that perceived ease of use directly influences perceived usefulness. Perceived usefulness and perceived ease of use are predictors of students’ attitudes, which directly affect students’ intentions to use ChatGPT. The study provides empirical evidence to support the use of ChatGPT in education. Recommendations for using ChatGPT are discussed.