Research Article
Mailizar Mailizar, Ega Gradini, Tommy Tanu Wijaya, Abdulsalam Al-Manthari
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep590
ABSTRACT
This study aims to examine the factors that influence university students’ behavioral intention in accepting video-conferencing for learning mathematics in the post-COVID-19 era. Video-conferencing as a learning tool has been widely used to establish effective communication among learners, teachers, and peers. This is particularly valuable in situations where face-to-face communication is not possible, such as during the COVID-19 pandemic. As the pandemic comes to an end, it is unclear whether video-conferencing will continue to be widely used as a teaching and learning tool. This study extends the technology acceptance model (TAM) by adding digital literacy (critical use, technology focused, and digital reading) and social presence (SC) as external factors. Extended TAM with digital literacy and SC as factors provide understanding on how university students’ digital literacy level and their connection and engagement with others influences their acceptance of video-conferencing for learning. The participants include 238 students from six universities in Indonesia (three public universities and three private universities), who enrolled in bachelor’s degree of mathematics and mathematics education. The questionnaire consisted of 40 items administered online to students selected by random sampling. A partial least square-structural equation modelling approach was used to analyze the measurement model, test the path, and draw conclusions. The findings of this study shows that attitude is the most important factor that has influenced the intention to employ video-conferencing after a pandemic situation. In addition, SC is considered the most significant factor in students’ attitudes towards the use of video-conferencing in the post-COVID-19 era.
Keywords: TAM, video conferencing acceptance, post-COVID-19, university student
Research Article
Liqaa Habeb Al-Obaydi, Marcel Pikhart, Md Kamal Hossain
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep591
ABSTRACT
Chatbots with artificial intelligence (AI) capabilities, such as ChatGPT, are an important tool for language learning because they provide an interactive and adaptive learning environment that can be adjusted to each learner’s level of skill. This paper explores the application of ChatGPT, an advanced AI-powered chatbot, as a tool for language learning, focusing on the development of core language skills such as speaking, reading, writing, listening, and communication. The study involves 30 English as a foreign language college students from two different higher education contexts, Iraq and the Czech Republic. The research utilizes two methods; content analysis by asking direct questions and using ChatGPT as a guide to recommend actions is the second phase, followed by an exercise partner and rater. Jigsaw technique is also used to assign language skills to the groups of participants to consult ChatGPT then share and evaluate its effectiveness. A phenomenographic research design using an interview was used to gather data for this study, which accurately reflects how a group of people views a certain phenomenon. Following the six-week experiment, the participants are interviewed to get their thoughts on using ChatGPT to improve language skills. The findings indicate that ChatGPT’s content analysis method has limited effectiveness in developing language skills due to the kind of output gained which is only instructions and/or recommendations. However, using ChatGPT as a guide and then as a partner offers very big support for students in all language skills, with varied results influenced by the prompts used. Students generally have positive attitudes toward using ChatGPT, finding it essential for developing their speaking (75%), writing (100%), listening (87%), reading (87%), and communication (75%). The study suggests that ChatGPT may be more advantageous for students if it is used in regular language practice for a long period of time.
Keywords: ChatGPT, foreign language learning, core language skills, second language acquisition, digital learning, chatbots, artificial intelligence in education
Research Article
Valentine Joseph Owan, Ibrahim Abba Mohammed, Ahmed Bello, Tajudeen Ahmed Shittu
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep592
ABSTRACT
Despite the increasing interest in artificial intelligence technologies in education, there is a gap in understanding the factors influencing the adoption of ChatGPT among Nigerian higher education students. Research has not comprehensively explored these factors in the Nigerian context, leaving a significant gap in understanding technology adoption in this setting. This study addressed this gap by investigating the predictors of students’ behavioral intentions (BIs) and actual use behavior of ChatGPT through the lens of the unified theory of acceptance and use of technology 2 (UTAUT2) framework. A cross-sectional correlational research design was used to examine the relationships between extended UTAUT variables, BIs, and ChatGPT use behavior. A sample of 8,496 higher education students from diverse institutions in Nigeria participated in the study. The data were collected using the higher education students’ ChatGPT utilization questionnaire, which assessed various factors, such as performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FCs), hedonic motivation (HM), habit (HB), BI, and ChatGPT use behavior. The findings reveal several significant predictors of students’ BIs and actual usage of ChatGPT. PE, SI, HM, and HB were found to be significant positive predictors of BI, while EE and FCs were significant negative predictors. For ChatGPT use behavior, FCs, HM, HB, and BI were significant positive predictors, whereas PE and SI were significant negative predictors. BI mediated the relationships between several factors and ChatGPT usage behavior: positively for some (PE, SI, HM, and HB) and negatively for others (EE and FC). This study contributes to understanding the adoption of ChatGPT in higher education contexts. The findings highlight the importance of addressing usability issues, providing adequate support and resources, promoting a positive user experience, fostering habitual usage, and leveraging social networks to encourage adoption.
Keywords: artificial intelligence, chatbots, GenAI, large language models, technology use