Views: 169 Downloads: 33

Abstract

This study investigates how ChatGPT adoption intention influences academic performance among Business English undergraduates by integrating the Technology Acceptance Model (TAM) with Constructivist Learning Theory. Using convenience sampling, data from 243 students were analyzed via PLS‑SEM. The results indicate that perceived convenience (PC), perceived usefulness (PU), and perceived ease of use (PEOU) positively shape attitudes (ATT) toward ChatGPT, with PC emerging as the strongest antecedent. Attitude significantly predicts adoption intention, which in turn drives actual usage. ChatGPT usage exerts positive effects on student engagement (ENG), critical thinking (CT), and knowledge sharing (KS); subsequently, ENG, CT, and KS each contribute positively to academic achievement (ACH). Theoretically, the study refines and extends TAM in a GenAI context by articulating a full pathway from technology beliefs → attitude/intention → use → learning outcomes, consistent with a constructivist perspective. Practically, the findings suggest learning designs that cultivate iterative prompting, verification, and critique, promote summarization, discussion, and peer sharing, and prioritize a convenient user experience (e.g., LMS integration, responsible‑use guidelines) to maximize the educational value of ChatGPT in higher education‎.

Keywords: ChatGPT adoption, Engagement, Critical thinking, Academic achievements, Constructivist learning, Higher education

Citation Formats: