Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis

Abstract

The adoption of artificial intelligence (AI), particularly Large Language Models like ChatGPT, has gained significant traction in the education sector, offering numerous benefits for students and educators alike. This study focuses on the triggers and drivers of ChatGPT adoption within African higher education institutions (HEIs). Utilizing the Technology Acceptance Model (TAM) and the Diffusion of Innovations Theory (DIT) as theoretical frameworks, the research proposes a conceptual model to explore the impact of ChatGPT on perceived usefulness and awareness. Additionally, the study examines how ChatGPT awareness influences perceived usefulness through the intermediary role of ChatGPT knowledge. A quantitative methodology was employed, with data collected from higher education institutions in Morocco, Nigeria, and Tanzania. The Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was used to analyze the data. The findings emphasize the positive impact of triggers on both the perceived usefulness and awareness of ChatGPT. Furthermore, the study highlights the significant effect of ChatGPT awareness on perceived usefulness, mediated by knowledge. The research contributes to the existing literature by providing empirical insights into the adoption of ChatGPT in African HEIs and underscores the importance of awareness and knowledge in enhancing perceived usefulness. The study also offers practical recommendations for educators and policymakers to facilitate the effective integration of AI tools in education, considering regional and demographic variations.