Exploring factors influencing the acceptance of ChatGPT in higher education: A smart education perspective.

AI-powered chatbots hold great promise for enhancing learning experiences and outcomes in today's rapidly evolving education system. However, despite the increasing demand for such technologies, there remains a significant research gap regarding the factors influencing users' acceptance and adoption of AI-powered chatbots in educational contexts. This study aims to address this gap by investigating the factors that shape users' attitudes, intentions, and behaviors towards adopting ChatGPT for smart education systems. This research employed a quantitative research approach, data were collected from 458 of participants through a structured questionnaire designed to measure various constructs related to technology acceptance, including perceived ease of use, perceived usefulness, feedback quality, assessment quality, subject norms, attitude towards use, and behavioral intention to use ChatGPT. Structural model analysis (SEM) Statistical techniques were then utilized to examine the relationships between these constructs. The findings of the study revealed that Perceived ease of use and perceived usefulness emerged as significant predictors of users' attitudes towards ChatGPT for smart education. Additionally, feedback quality, assessment quality, and subject norms were found to positively influence users' behavioral intentions to use ChatGPT for smart educational purposes. Moreover, users' attitudes towards use and behavioral intentions were significantly proved for the actual adoption of ChatGPT. However, a few hypotheses, such as the relationship between trust in ChatGPT and perceived usefulness, were not supported by the data. This study contributes to the existing body information systems applications for the determining factor of technology acceptance in smart education context.

The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education.

Technology in higher education now includes a substantial amount of mobile learning (M-learning). M-learning also enables students to use the internet and technology for research, teamwork, and idea sharing. Additionally, in order to use M-learning systems, both students and teachers must accept M-learning. However, not enough research has been done in Saudi Arabia to determine how satisfied students are with their real use of mobile learning for educational purposes. As a result, the current study intends to investigate students' behavioral intentions to utilize mobile learning, their happiness with the technology, as well as their impressions of how they actually use mobile learning systems. Therefore, this study aimed to develop a new model by integrating social cognition theory and the technology acceptance model to better understand the elements that influence the adoption of mobile learning in higher education (TAM). The majority of the information was gathered through a survey, with 412 university students' randomly assigned questionnaires. The data analysis tools utilized were SPSS and Smart-PLS3.3.3. The studies proposed research model could, according to the study's findings, account for 52.5% of the variation in how mobile learning systems were actually used. This information is crucial for understanding how social and educational technology factors affect the actual use of mobile learning systems. With only two hypotheses being rejected, this study created a new model that supported 16 of them. The findings indicated a beneficial relationship between 10 social and educational technology elements. The findings also indicated a favorable impact on students' behavioral intentions to use and student happiness, which favorably impacts the actual use of M-learning in higher education. In order to improve students' academic performance via mobile learning, social cognitive theory and the TAM model are combined as a consequence of the study's empirical results. Therefore, we encourage students to collaborate with their colleagues at higher education institutions and use M-learning in their classrooms.

Art education lecturers' intention to continue using the blackboard during and after the COVID-19 pandemic: An empirical investigation into the UTAUT and TAM model.

The success of faculty in adopting technology in this digital era has a direct impact on the success of the students and, eventually, the educational institution. Many teachers, on the other hand, have yet to implement technological tools such as Canvas into their classes. As a result, this study looked at art universities lecturers' opinions of variables influencing actual blackboard use, as well as their desire to utilize the lesson plan in learning and teaching during the COVID-19 Pandemic. The TAM model and the unified theory of acceptance and use of technology (UTAUT) were used to analyze lecturers' satisfaction with the blackboard and their desire to continue using it, as well as the actual usage of blackboards. A survey of 159 professors using Canvas in art instruction at five Saudi Arabian public institutions yielded the research findings. In addition, structural equation modeling (SEM) was used to evaluate the study model as well as the mediating relationship between factors influencing the desire to implement the lesson in learning and teaching during the COVID-19 Pandemic. According to the study's findings, superior impact, performance expectation, effort expectations, enabling conditions, and reported enjoyment all had statistically significant effects on perceived usefulness (PU) and perceived ease of use. The current study discovered that PU and perception of use had statistically significant influence on behavior intent, actual blackboard usage, and lecturers' happiness with utilizing blackboard in learning and teaching during the COVID-19 Pandemic. Furthermore, the results demonstrate that lecturer's intention to continue utilizing chalkboard in learning and teaching during and after COVID-19 Pandemic was influenced by actual usage of blackboard and reported pleasure. The findings are useful for education based, regulators, and practitioners who seek to create and enhance effective methods to use e-learning systems during and after the COVID-19 Pandemic.

Innovation in Neighborhood Management Web Service: A Precise Initiative to Augment Audiences' Interaction on Social Media.

In this article, two significant elements in social media websites, system operation, and social technology are examined in connection to website visitors' online loyalty and interaction, namely, commitment and satisfaction, in neighborhood management through social media websites. A total of 287 social media users completed a systematic questionnaire. After confirmatory factor analysis, data were examined in AMOS 24 using structural equation modeling with bootstrap. The research showed that both variables indirectly influence website visitors' online loyalty and interaction via trust and satisfaction, but not directly. Online relationship quality characteristics impact the interaction pattern of social media users after changes in services applied by the respective organizations on their websites. As for managers, the research gives crucial data on user behavior in connection to new services launched by organizations on their websites and shows how value creation to the target audience may help them reduce costs and optimize revenues.