학문 분야에서의 ChatGPT 활용: 쾌락적 가치와 실용적 가치에 대한 연구
ChatGPT Adoption in Academia : A study of Hedonic and Utilitarian values
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This study investigates the adoption of ChatGPT in higher education using a dual-value framework that considers both utilitarian (task-oriented) and hedonic (experience-oriented) values. Grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), it examines how academic support, productivity, enjoyment, engagement, and curiosity affect students’ intention to use ChatGPT. Data were collected through a quantitative survey of 100 university students with prior ChatGPT experience, analyzed via structural equation modeling (PLS-SEM). Findings reveal that utilitarian value, particularly academic support and productivity enhancement, significantly drives adoption, while hedonic value, including enjoyment, does not predict intention to use. Curiosity influences hedonic perceptions but lacks a direct effect on usage intention. These results indicate that in academic contexts, students prioritize functional and performance-related benefits over emotional experiences. The study contributes to technology adoption theory and provides insights for educators and developers.
Abstract
This study investigates the adoption of ChatGPT in higher education using a dual-value framework that considers both utilitarian (task-oriented) and hedonic (experience-oriented) values. Grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), it examines how academic support, productivity, enjoyment, engagement, and curiosity affect students’ intention to use ChatGPT. Data were collected through a quantitative survey of 100 university students with prior ChatGPT experience, analyzed via structural equation modeling (PLS-SEM). Findings reveal that utilitarian value, particularly academic support and productivity enhancement, significantly drives adoption, while hedonic value, including enjoyment, does not predict intention to use. Curiosity influences hedonic perceptions but lacks a direct effect on usage intention. These results indicate that in academic contexts, students prioritize functional and performance-related benefits over emotional experiences. The study contributes to technology adoption theory and provides insights for educators and developers.