Exploring changing profiles of students’ adoption and diffusion of using ChatGPT for learning: A latent transitional analysis

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: AI, Writing, and Learner Agency in Educational Contexts

Abstract

This longitudinal study examines secondary students’ evolving acceptance of ChatGPT using a mixed-methods design grounded in the Technology Acceptance Model. A three-wave survey (n=174, Grades 7-9) measured technology acceptance constructs, analyzed through Latent Profile and Latent Transition Analyses. Four distinct user profiles emerged: Resistant (7-12%), Cautious (>50%), Practical (16-29%), and Innovator (7-18%) Users. Students exhibited bidirectional transitions, with Innovators showing high instability and most maintaining cautious engagement. Focus group interviews (n=6) revealed acceptance as experience-driven and conditional, shaped by accuracy concerns and limited perceived advantages over traditional tools. Results suggest cautious engagement reflects rational assessment of AI limitations rather than resistance to innovation. Implications emphasize differentiated pedagogical approaches, an AI literacy curriculum, and scaffolded implementation over generic adoption policies.

Authors

• Yuhan Xiong, Education University of Hong Kong

• Norman B. Mendoza, The Education University of Hong Kong

• Xiaoying Li, ELCHK Lutheran Academy

• Zi Yan, The Education University of Hong Kong