THE FACTORS DRIVING CHATGPT ADOPTION AMONG UNIVERSITY STUDENTS IN MALAYSIA: A CONCEPTUAL ANALYSIS

Abstract

As generative AI technology, especially large language models such as ChatGPT, rapidly come into common
use, they are changing the way that learning occurs in higher education. Research across the globe has begun exploring
how students are adopting generative AI technology; however, there is still a limited understanding of what drives
students’ adoption of generative AI technology in lower resource developing higher education environments. Currently,
most research on students’ adoption of generative AI technology relies on traditional technology acceptance models and
empirical correlation studies. While these studies do provide some insight into students’ adoption of generative AI
technology, there is a significant lack of integration of the psychological capabilities of the learner and the social learning
environment in which students learn. In response to this gap, the purpose of this conceptual paper is to develop an
integrative framework to explain how university students in Malaysia will adopt ChatGPT. Building on the Technology
Acceptance Model and Social Cognitive Theory, the proposed model includes perceived usefulness, self-efficacy and
social influence as important antecedents of ChatGPT adoption. The proposed model fills a critical gap in the literature
by contextualising technology acceptance regarding the unique characteristics of conversational AI tools. The proposed
model has practical applications in helping universities, educators and policymakers to effect ethical, effective and
meaningful pedagogical integration of AI technology in Malaysian higher education. Finally, the paper describes the
research relevance of the proposed model and offers suggestions and future directions for empirical validation.