Abstracts
Abstract
The rapid rise of artificial intelligence (AI), exemplified by ChatGPT, has transformed education. However, few studies have examined the factors influencing its adoption in higher education, especially among Mathematics student teachers. This study investigates factors that influence the behavioural intentions of Mathematics student teachers regarding using ChatGPT. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) model, data were collected through a questionnaire of 24 items across six factors on a 5-point Likert scale. Using multiple linear regression analysis with RStudio, the findings reveal that Intrinsic Motivation, Performance Expectancy, Social Influence, and Perceived Trust positively affect behavioural intentions to adopt ChatGPT. The study emphasizes implications for developers and educators to enhance AI integration in education, thereby supporting personalized and engaging learning experiences.
Keywords:
- artificial intelligence,
- behavioural intention,
- ChatGPT,
- Mathematics student teacher
Résumé
L’essor rapide de l’intelligence artificielle (IA), illustré par ChatGPT, a transformé l’éducation. Cependant, peu d’études ont examiné les facteurs influençant son adoption dans l’enseignement supérieur, en particulier parmi les stagiaires en mathématiques. Cette étude examine les facteurs qui influencent les intentions comportementales des stagiaires en mathématiques concernant l’utilisation de ChatGPT. Guidés par le modèle de la théorie unifiée de l’acceptation et de l’utilisation des technologies (UTAUT), les données ont été collectées au moyen d’un questionnaire de 24 éléments portant sur six facteurs sur une échelle de Likert à 5 points. À l’aide d’une analyse de régression linéaire multiple avec RStudio, les résultats révèlent que la motivation intrinsèque, les attentes en matière de performance, l’influence sociale et la confiance perçue affectent positivement les intentions comportementales d’adopter ChatGPT. L’étude met l’accent sur les implications pour les personnes développeuses et enseignantes d’améliorer l’intégration de l’IA dans l’éducation, soutenant ainsi des expériences d’apprentissage personnalisées et engageantes.
Mots-clés :
- ChatGPT,
- intelligence artificielle,
- intentions comportementales,
- stagiaires en mathématiques
Appendices
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