ArticleHeliyon2024
Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 33 papers, 2 of them syntheses that pooled it.
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Who cites it
33 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Factors influencing the intention to use generative artificial intelligence in educational systems: a meta-analysis.BMC psychology · 2026Pooled it
- AI applied to Saudi Arabia higher education: systematic literature review-SLR with PRISMA and VOSviewer.Frontiers in big data · 2026Pooled it
- From Confidence to Commitment: Self-Perceived Competence and the Motivational Pathways to Intellectual Engagement with AI Learning Tools.Journal of Intelligence · 2026Article
- Advancing Undergraduate Student Mental Healthcare of Social Anxiety Disorder: Evaluating the Acceptance of AR-Assisted Cognitive Behavioral Therapy Through TAM-Based Constructs.Healthcare (Basel, Switzerland) · 2026Article
- Cross-cultural determinants of AI acceptance in medical education among medical students in China and Pakistan.BMC medical education · 2026Article
- The Influencing Factors of Medical Postgraduates' Usage Intention Toward Artificial Intelligence-Generated Content Tools in Academic Research: Qualitative Analysis.Journal of medical Internet research · 2026Article
- Investigating behavioral intentions toward DeepSeek adoption using a moderated-mediation analysis with PLS-SEM and fsQCA.Scientific reports · 2026Article
- The relationship between instructional feedback and academic performance: the role of artificial intelligence perception.BMC medical education · 2026Article
- The Predictive Role of Community of Inquiry in Shaping Students' Creative Self-Concept: A Cross-Sectional Study.Nursing open · 2026Article
- AI literacy and psychosocial factors shaping Chinese university students' attitudes and behavioral intentions toward generative AI use.BMC psychology · 2026Article
- The impact of DeepSeek's perceived interactivity on medical students' self-directed learning ability.Scientific reports · 2026Article
- Applying UTAUT2 model to investigate acceptance of DeepSeek by Chinese university students for academic use.Frontiers in psychology · 2026Article
- Examining the impact of generative AI on student motivation and engagement: the mediating role of autonomy-support and autonomous motivation in education.Frontiers in psychology · 2026Article
- Exploring administrative staff's acceptance of generative AI in Chinese vocational colleges: A UTAUT-guided thematic study.PloS one · 2026Article
- The use of AI tools in academic writing and its associations with college students' critical thinking and academic integrity: a path analysis involving self-regulated learning and innovative behavior.Frontiers in psychology · 2026Article
- Ethical use of artificial intelligence in education: proposed ethical competency framework for teachers.Frontiers in artificial intelligence · 2026Review
- Student engagement and self-regulated learning across standard and AI-enhanced flipped learning: a within-subjects longitudinal study.Frontiers in psychology · 2026Article
- Exploring the role of agentic AI in fostering self-efficacy, autonomy support, and self-learning motivation in higher education.Frontiers in artificial intelligence · 2026Article
- The impact of quality of information on classroom engagement with GenAI tools: integrating TAM and SOR framework.Frontiers in psychology · 2026Article
- Sustainable adoption of artificial intelligence and the Metaverse in higher education: an environmental, social, and governance-based analysis of pedagogical innovation and perceived student learning outcomes.Frontiers in artificial intelligence · 2026Article
Corrections and comments
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Authors and funding
8 authors.
Funding
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Abstract
This mixed-method study explores the acceptance of ChatGPT as a tool for Metacognitive Self-Regulated Learning (MSRL) among academics. Despite the growing attention towards ChatGPT as a metacognitive learning tool, there is a need for a comprehensive understanding of the factors influencing its acceptance in academic settings. Engaging 300 preservice teachers through a ChatGPT-based scenario learning activity and utilizing convenience sampling, this study administered a questionnaire based on the proposed Technology Acceptance Model at UTM University's School of Education. Structural equation modelling was applied to analyze participants' perspectives on ChatGPT, considering factors like MSRL's impact on usage intention. Post-reflection sessions, semi-structured interviews, and record analysis were conducted to gather results. Findings indicate a high acceptance of ChatGPT, significantly influenced by personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning. Interviews and record analysis suggest that academics view ChatGPT positively as an educational tool, seeing it as a solution to challenges in teaching and learning processes. The study highlights ChatGPT's potential to enhance MSRL and holds implications for teacher education and AI integration in educational settings.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.