Factors Influencing the Attitudes Towards Using Chatgpt for Learning Among Marketing Students at Politeknik Sultan Abdul Halim Mu'adzam Shah

Abstract

Abstract. Technology integration is now essential for maintaining global competitiveness in education, especially in higher education. ChatGPT is increasingly being utilized to enhance learning among students. Despite growing interest in ChatGPT, research indicates inconsistent student attitudes toward its use, largely due to concerns about accuracy, ethics, and academic value. However, limited studies have explored these attitudes among Polytechnic students. This study investigates the influence of perceived usefulness, ease of use, credibility, and social influence on marketing students' attitudes toward using ChatGPT for learning at Politeknik Sultan Abdul Halim Mu’adzam Shah (POLIMAS). This study utilized quantitative methods, employing a nineteen-item questionnaire. A random sampling method was used, with a sample of 250 marketing students at POLIMAS. The data collected were analyzed using the Statistical Package for Social Sciences (SPSS) Version 29. Perceived usefulness, ease of use, and social influence are found to positively impact attitudes toward using ChatGPT for academic purposes, with perceived social influence having the strongest influence. However, the perceived credibility of ChatGPT does not significantly influence attitudes towards its use. This study enriches the existing literature on student attitudes toward ChatGPT. The results offer valuable insights for educators, program heads, and POLIMAS, guiding their decisions on incorporating ChatGPT into teaching and learning practices to improve academic outcomes. In conclusion, to encourage students to utilize ChatGPT, workshops should emphasize practical and user-friendly applications that demonstrate its relevance in academic settings. Institutions may also promote peer learning and create a supportive environment that fosters students' use of ChatGPT. Future research may involve a larger and more diverse sample to enhance generalizability. Longitudinal and qualitative approaches also help explore changes in attitudes and provide deeper insights into student experiences. Given that perceived credibility was not a significant factor in this study, future research could investigate students' perceptions of the reliability of AI-generated content and its potential impact on learning.

Keywords: chatgpt, perceived ease of use, perceived usefulness, perceived credibility, perceived social influence