TY - JOUR

T1 - Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study

AU - Dahri, Nisar Ahmed

AU - Yahaya, N.

AU - Al-Rahmi, Waleed

AU - Aldraiweesh, Ahmed

AU - Alturki, Uthman

AU - Almutairy, Sultan

AU - Shutaleva, Anna

AU - Soomro, Rahim Bux

PY - 2024

Y1 - 2024

N2 - 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 Technology Acceptance Model at UTM University's School of Education. Structural equation modelling was applied to analyze participants' perspectives on ChatGPT, considering factors like MSRL's impact on usage intention. Post-reflection sessions, semi-structured interviews, and record analysis were conducted to gather results. Findings indicate a high acceptance of ChatGPT, significantly influenced by personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning. Interviews and record analysis suggest that academics view ChatGPT positively as an educational tool, seeing it as a solution to challenges in teaching and learning processes. The study highlights ChatGPT's potential to enhance MSRL and holds implications for teacher education and AI integration in educational settings. © 2024

AB - 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 Technology Acceptance Model at UTM University's School of Education. Structural equation modelling was applied to analyze participants' perspectives on ChatGPT, considering factors like MSRL's impact on usage intention. Post-reflection sessions, semi-structured interviews, and record analysis were conducted to gather results. Findings indicate a high acceptance of ChatGPT, significantly influenced by personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning. Interviews and record analysis suggest that academics view ChatGPT positively as an educational tool, seeing it as a solution to challenges in teaching and learning processes. The study highlights ChatGPT's potential to enhance MSRL and holds implications for teacher education and AI integration in educational settings. © 2024

UR - http://www.scopus.com/inward/record.url?partnerID=8YFLogxK&scp=85189963124

U2 - 10.1016/j.heliyon.2024.e29317

DO - 10.1016/j.heliyon.2024.e29317

M3 - Article

VL - 10

JO - Heliyon

JF - Heliyon

SN - 2405-8440

IS - 8

M1 - e29317

ER -