References

Using an extended technology acceptance model (eTAM) to determine university students’ behavioral intentions of ChatGPT: an empirical study from Thailand

10.30557/qw000088 · 2024 · External reference

Technology acceptance model in M-learning context: a systematic review

10.1016/j.compedu.2018.06.008 · 2018 · External reference

Investigating factors of students’ behavioral intentions to adopt chatbot technologies in higher education: perspective from expanded diffusion theory of innovation

10.1016/j.chbr.2024.100396 · 2024 · External reference

Best practices for developing and validating scales for health, social, and behavioral research: a primer

10.3389/fpubh.2018.00149 · 2018 · External reference

Adoption of artificial intelligence in higher education: a quantitative analysis using structural equation modelling

10.1007/s10639-020-10159-7 · 2020 · External reference

Coefficient alpha and the internal structure of tests

10.1007/bf02310555 · 1951 · External reference

Perceived usefulness, perceived ease of use, and user acceptance of information technology

10.2307/249008 · 1989 · External reference

Modeling the determinants of HEI students’ continuance intention to use ChatGPT for learning: a stimulus–organism–response approach

10.1108/jrit-01-2024-0006 · 2024 · External reference

Comparison of convenience sampling and purposive sampling

10.11648/j.ajtas.20160501.11 · 2016 · External reference

Unresolved reference

2018 · External reference

A bibliometric review of studies about the acceptance of artificial intelligence technologies in teaching and learning in higher education

10.26803/ijlter.23.3.14 · 2024 · External reference

The impact of ChatGPT on teaching and learning in higher education: exploring the dual perspectives of participants who were students and teachers

10.1002/he.20507 · 2024 · External reference

Artificial intelligence (AI) as a tool to address academic challenges in South African higher education

10.26803/ijlter.23.11.27 · 2024 · External reference

Normality tests for statistical analysis: a guide for non-statisticians

10.5812/ijem.3505 · 2012 · External reference

Applying cronbach’s alpha to ensure reliable online testing in e-learning environments

2025 · External reference

Generative AI in higher education: a global perspective of institutional adoption policies and guidelines

10.1016/j.caeai.2024.100348 · 2025 · External reference

AI Adoption in African higher education: a systematic review of benefits and ethical implications

10.38140/ijer-2025.vol7.2.05 · 2025 · External reference

Antecedents of adoption and usage of ChatGPT among Jordanian university students: empirical study

10.5267/j.ijdns.2023.11.024 · 2024 · External reference

Comprehensive education via the X.0 wave: cultivating future sustainable leaders in AI, ethics, healthcare, engineering, and business cutting-edge competencies

10.1109/educon62633.2025.11016559 · 2025 · External reference

Exploring ethical dilemmas and institutional challenges in AI adoption: a study of South African universities

2025 · External reference

Unresolved reference

External reference

Effect of parental socio-economic status on the performance of senior high school students in the sefwi wiawso municipality in Ghana

10.46606/eajess2023v04i02.0276 · 2023 · External reference

Generative AI in higher education: investigating how perceived usefulness and usage patterns influence student engagement and academic performance

10.26803/ijlter.24.11.32 · 2025 · External reference

Harnessing artificial intelligence for advancing sustainable development goals in South Africa’s higher education system: a qualitative study

10.26803/ijlter.23.3.4 · 2024 · External reference

Students’ mindset to adopt AI chatbots for effectiveness of online learning in higher education

10.1186/s43093-025-00459-0 · 2025 · External reference

ChatGPT usage and attitudes are driven by perceptions of usefulness, ease of use, risks, and psycho-social impact: a study among university students in the UAE

10.3389/feduc.2024.1414758 · 2024 · External reference

When ease becomes a barrier: what influences student intentions to use generative AI in higher education?

10.1002/berj.4206 · 2025 · External reference

Acceptance and use of ChatGPT in the academic community

10.1007/s10639-024-12765-1 · 2024 · External reference

Determining sample size; how to calculate survey sample size

2017 · External reference

AI Chatbots in Chinese higher education: adoption, perception, and influence among graduate students—an integrated analysis utilizing UTAUT and ECM models

10.3389/fpsyg.2024.1268549 · 2024 · External reference

Rethinking the importance of social norms in generative AI adoption: investigating the acceptance and use of generative AI among higher education students

10.1186/s41239-025-00535-z · 2025 · External reference

University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs

10.1186/s41239-023-00417-2 · 2023 · External reference

Edu-tech, culture, digital transformation and industry 5.0/society 6.0

10.1109/educon60312.2024.10578768 · 2024 · External reference

Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis

10.1186/s41239-023-00420-7 · 2023 · External reference

Prismatic reflection: educational understanding of crisis-ready speculative augmentation design

10.1080/14606925.2025.2603598 · 2026 · External reference

Exploring AI tool adoption in higher education: evidence from a PLS-SEM model integrating multimodal literacy, self-efficacy, and university support

10.3389/fpsyg.2025.1619391 · 2025 · External reference