Ý ĐỊNH ÁP DỤNG CHATGPT VÀ KẾT QUẢ HỌC TẬP CỦA SINH VIÊN TIẾNG ANH THƯƠNG MẠI : PHÂN TÍCH TỪ MÔ HÌNH TAM VÀ LÝ THUYẾT HỌC TẬP KIẾN TẠO
DOI:
https://doi.org/10.59775/1859-3968.254Từ khóa:
Mô hình chấp nhận công nghệ, ChatGPT, sự tham gia, tư duy phản biện, thành tích học tập, học tập sáng tạo, giáo dục đại học, AI trong giáo dục, PLS-SEM.Tóm tắt
Nghiên cứu này nhằm đánh giá ảnh hưởng của ý định áp dụng ChatGPT đến kết quả học tập của 243 sinh viên ngành Tiếng Anh thương mại. Bằng phương pháp chọn mẫu thuận tiện, nghiên cứu sử dụng phương pháp ước lượng mô hình cấu trúc tuyến tính bình phương tối thiểu từng phần để kiểm định mô hình nghiên cứu. Kết quả nghiên cứu cho thấy cảm nhận về tính hữu ích, dễ sử dụng và sự tiện lợi có ảnh hưởng tích cực đến thái độ của sinh viên đối với ChatGPT. Bên cạnh đó, thái độ này cũng tác động đáng kể đến ý định áp dụng ChatGPT, từ đó góp phần cải thiện mức độ tham gia học tập, phát triển tư duy phản biện và nâng cao thành tích học tập. Nghiên cứu này đã đóng góp vào khía cạnh lý thuyết bằng cách kết hợp mô hình TAM với lý thuyết học tập kiến tạo để giải thích hành vi sinh viên áp dụng ChatGPT trong môi trường học tập. Về mặt thực tiễn, nghiên cứu cung cấp cơ sở để các trường đại học và giảng viên tận dụng ChatGPT như một công cụ hỗ trợ học tập, giúp sinh viên phát triển kỹ năng và nâng cao kết quả học tập.
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