Ý định tiếp tục sử dụng ChatGPT trong học tập: Vai trò của niềm tin vào năng lực trong “mô hình TAM mở rộng”

Các tác giả

  • Nguyễn Thị Mai Anh Trường Kinh tế, Đại học Bách khoa Hà Nội
  • Nguyễn Tuấn Thành Trường Kinh tế, Đại học Phenikaa

Tóm tắt

ChatGPT and other generative AI tools are reshaping how students access and engage with knowledge, highlighting the need to better understand factors driving sustained use in education. This study examines an extended Technology Acceptance Model (TAM) incorporating perceived playfulness, perceived convenience, and academic self-efficacy to explain Vietnamese students’ continuance intention toward ChatGPT. Data from 309 students were analyzed using regression and the PROCESS macro in SPSS. Results show all hypothesized relationships are statistically significant. Academic self-efficacy is the strongest predictor of perceived usefulness and ease of use, emphasizing the role of individual capabilities. Consistent with TAM, perceived usefulness has a stronger effect on attitude than ease of use, while attitude determines continuance intention. Mediation analysis confirms partial mediation effects. Overall, the findings highlight the importance of individual factors and suggest that strengthening academic self-efficacy is essential for sustained ChatGPT use in higher education.

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Tải xuống

Đã Xuất bản

05.08.2026

Cách trích dẫn

Nguyễn, T. M. A., & Nguyễn Tuấn Thành, N. T. T. (2026). Ý định tiếp tục sử dụng ChatGPT trong học tập: Vai trò của niềm tin vào năng lực trong “mô hình TAM mở rộng”. Tạp Chí Giáo dục, 26(15), 21–29. Truy vấn từ https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/5396

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