Generative Artificial Intelligence (GAI) tools, such as ChatGPT (Chat Generative Pre-trained Transformer), have revolutionized various sectors, including education. However, without systematic guidance on the use of ChatGPT, it may remain underutilized or lead to erroneous outcomes. This study investigates how a serial training intervention influences changes in users’ technology acceptance of ChatGPT before and after the intervention. The intervention course comprises 134 smaller segments organized into 14 units, systematically and comprehensively introducing the use of ChatGPT over a total of 13.5 hours of video content. Users can engage in self-paced learning, repeatedly, at any time and place. The Unified Theory of Acceptance and Use of Technology (UTAUT2) model is used to explore the differences in technology acceptance before and after the course intervention. It is hypothesized that users' technology acceptance will increase, as guided and informed interventions are expected to enhance confidence and efficiency in utilization, measured by factors such as performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, behavioral intention, personal innovativeness, and use behavior. This research aims to provide empirical evidence on the significance of training interventions in using ChatGPT, thereby enhancing productivity and GAI literacy in educational applications.

Authors:
Chia-Ying Liu, National Taiwan University of Science and Technology, Taiwan
Hi-Lian Jeng, National Taiwan University of Science and Technology, Taiwan

About the Presenter(s)
Liu, Chia-Ying is a Master’s student at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology.

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