Assessing the adoption of ChatGPT as a learning tool for college students: An ethical perspective

Abstract

ChatGPT has experienced remarkable popularity and success in its initial weeks, primarily due to its human-like conversational abilities and its extensive capacity to address a wide array of knowledge domains. However, within the educational context, substantial uncertainties and risks regarding potential misuse pose threats to academic integrity. This study aimed to investigate the determinants of ChatGPT acceptance by integrating constructs from traditional technology acceptance models with those relevant to ethical considerations. A sample of 145 college students was successfully recruited to complete an online survey after using ChatGPT provided by their institution for one month. The analysis, conducted using Partial Least Squares Structural Equation Modeling, revealed several key findings: (1) performance expectancy and social influence were significantly related to the intention to use, which in turn positively influenced actual usage; (2) effort expectancy demonstrated an indirect relationship with the intention to use, mediated by performance expectancy; and (3) among risk perception, risk propensity, and academic dishonesty, only risk perception exhibited an inverse relationship with the intention to use. The study discusses the theoretical and practical contributions of these findings, providing insights into the factors influencing the acceptance and ethical considerations of ChatGPT in educational contexts.

https://doi.org/10.34105/j.kmel.2026.18.008