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Behavioral Sciences
Volume 14
Issue 7
10.3390/bs14070612
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Article

Training and Technology Acceptance of ChatGPT in University Students of Social Sciences: A Netcoincidental Analysis

by
Elena María García-Alonso
1,*,
Ana Cristina León-Mejía
1,
Roberto Sánchez-Cabrero
2 and
Raquel Guzmán-Ordaz
1
1
Department of Sociology and Communication, Faculty of Social Sciences, University of Salamanca, 37007 Salamanca, Spain
2
Department of Evolutionary Psychology and Education, Faculty of Teacher Training and Education, Autonomous University of Madrid, 28049 Madrid, Spain
*
Author to whom correspondence should be addressed.
Behav. Sci. 2024, 14(7), 612; https://doi.org/10.3390/bs14070612
Submission received: 13 May 2024 / Revised: 5 July 2024 / Accepted: 15 July 2024 / Published: 18 July 2024
(This article belongs to the Special Issue The Role of Generative Artificial Intelligence in Supporting Student Learning in Postsecondary Education)
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Abstract

This study analyzes the perception and usage of ChatGPT based on the technology acceptance model (TAM). Conducting reticular analysis of coincidences (RAC) on a convenience survey among university students in the social sciences, this research delves into the perception and utilization of this artificial intelligence tool. The analysis considers variables such as gender, academic year, prior experience with ChatGPT, and the training provided by university faculty. The networks created with the statistical tool “CARING” highlight the role of perceived utility, credibility, and prior experience in shaping attitudes and behaviors toward this emerging technology. Previous experience, familiarity with video games, and programming knowledge were related to more favorable attitudes towards ChatGPT. Students who received specific training showed lower confidence in the tool. These findings underscore the importance of implementing training strategies that raise awareness among students about both the potential strengths and weaknesses of artificial intelligence in educational contexts.
Keywords: ChatGPT; education; reticular analysis of coincidences; networks; technology acceptance model; training ChatGPT; education; reticular analysis of coincidences; networks; technology acceptance model; training

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MDPI and ACS Style

García-Alonso, E.M.; León-Mejía, A.C.; Sánchez-Cabrero, R.; Guzmán-Ordaz, R. Training and Technology Acceptance of ChatGPT in University Students of Social Sciences: A Netcoincidental Analysis. Behav. Sci. 2024, 14, 612. https://doi.org/10.3390/bs14070612

AMA Style

García-Alonso EM, León-Mejía AC, Sánchez-Cabrero R, Guzmán-Ordaz R. Training and Technology Acceptance of ChatGPT in University Students of Social Sciences: A Netcoincidental Analysis. Behavioral Sciences. 2024; 14(7):612. https://doi.org/10.3390/bs14070612

Chicago/Turabian Style

García-Alonso, Elena María, Ana Cristina León-Mejía, Roberto Sánchez-Cabrero, and Raquel Guzmán-Ordaz. 2024. "Training and Technology Acceptance of ChatGPT in University Students of Social Sciences: A Netcoincidental Analysis" Behavioral Sciences 14, no. 7: 612. https://doi.org/10.3390/bs14070612

APA Style

García-Alonso, E. M., León-Mejía, A. C., Sánchez-Cabrero, R., & Guzmán-Ordaz, R. (2024). Training and Technology Acceptance of ChatGPT in University Students of Social Sciences: A Netcoincidental Analysis. Behavioral Sciences, 14(7), 612. https://doi.org/10.3390/bs14070612

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