Using the TAM Model to Explore the Faculty Lecturers’ Acceptance of ChatGPT as an Academic Writing Assistant Tool in Higher Education: A Case Study of a South African University
Using the TAM Model to Explore the Faculty Lecturers’ Acceptance of ChatGPT as an Academic Writing Assistant Tool in Higher Education: A Case Study of a South African University

Summary/Abstract: Using the Technology Acceptance Model, this study explored the acceptance of ChatGPT as an academic writing assistant among faculty lecturers at a historically disadvantaged university in South Africa. Addressing the question, how does the Technology Acceptance Model influence faculty lecturers’ adoption of ChatGPT as an academic writing assistant tool? A case study design, involving a semi-structured interview protocol, was used to collect data from six faculty lecturers purposively sampled from one department each, and was analysed thematically. From the findings, it is concluded that both PEOU and PU influence the adoption attitudes of users. Thus, the implications are for pedagogical practice to intentionally integrate technology to enhance interactive and applied learning, while such AI tools as ChatGPT should be positioned as scaffolding tools rather than substitute for learning.

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