Abstract

The rapid integration of generative AI (GenAI) is reshaping academic practices, yet empirical evidence on student adoption remains limited. This study employs the UTAUT2 framework to investigate factors influencing ChatGPT adoption among 219 students at two Norwegian higher education institutions. Our results suggest that key factors of behavioral intention include habit, effort expectancy, and social influence, while concerns about over-reliance, particularly on critical thinking, act as main barriers. An interaction effect revealed that performance expectancy has a stronger influence on behavioural intention among novice users than experienced ones. We also identify potential challenges in institutional strategies across academic levels and signify the potential importance of customized academic-level support. This paper attempts to contribute to emerging literature on GenAI adoption and use in education and to provide practical insights for aligning institutional policies with diverse student needs to foster more effective AI integration in higher education.

Download

Share

COinS