Personality-Driven Acceptance of ChatGPT in Language Learning: An Extended TAM Approach

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 2
  In Roundtable Session: Educational Psychology and Literacy Development: Examining the role of Affective and Psychological Factors in Language Learning

Abstract

This study examines how personality traits influence university students' acceptance of ChatGPT-assisted language learning through an extended Technology Acceptance Model (TAM). Using data from 233 students, Structural Equation Modeling (SEM) revealed that perceived ease of use (PEU) and perceived usefulness (PU) significantly shape attitudes and behavioral intentions. Among personality traits, Conscientiousness and Openness positively influenced PU, while Neuroticism negatively impacted PEU. Qualitative insights further showed that students high in Openness and Conscientiousness viewed ChatGPT positively, whereas those high in Neuroticism encountered usability challenges. These findings highlight the importance of designing AI tools that cater to diverse learner profiles to enhance personalization and usability in educational contexts.

Authors

• Mi Tang, Chinese University of Hong Kong

• Yiran Du, University of Cambridge