Perceptions of ChatGPT Use in Teaching and Assessment Among University Professors and High School Teachers

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Abstract

This paper used the Technology Acceptance Model and the Theory of Planned Behavior to examine variables predicting the use of ChatGPT in education. We obtained our dataset from a publicly available survey. The final sample contained 304 participants, comprising high school teachers and university professors. We found no statistically significant differences in awareness and use of ChatGPT between high school teachers and university professors. However, teaching experience significantly predicted perceptions of support and training received. Surprisingly, the impact of ChatGPT on teaching and assessment methods was not statistically significant. We concluded that specialized training programs are required to successfully include ChatGPT in education.

Authors

• Olukayode E. Apata, Texas A&M University

• Oiman Kwok, Texas A&M University