Digital Literacy and Non-Computer Science Student Motivation to Learn With ChatGPT Based on Technology Acceptance Model

• In Event: Digital and AI Literacy in Learning

Abstract

This study investigated how digital literacy affect college students’ engagement and motivation in learning with ChatGPT and how perceived ease of use and perceived usefulness mediate this relationship. 652 Chinese college students who are not major in computer science in Jishou University were included in this study with a convenient sampling method. The results of structural equation modeling indicate that Digital literacy was significantly associated with non-computer science major college students’ motivation to use ChatGPT; Perceived ChatGPT ease of use and perceived ChatGPT usefulness play a chain mediation underlying this relationship. The findings supported the technical acceptance model and underscored the importance of fostering digital literacy and ensuring user-friendly AI tools to improve student educational achievement.

Author

• Mengzhen Zhao, Beijing Normal University