108 ע ללמוד, לְלַמֵּד, לצ'וטט: שימוש ב ChatGPT- באקדמיה בעידן הבינה המלאכותית )מאמר קצר( ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה ללמוד, לְלַמֵּד, לצ'וטט: שימוש ב ChatGPT- באקדמיה בעידן הבינה המלאכותית )מאמר קצר( אורלי עידו המכללה אקדמית דוד ילין orly@genesisland.co.il אילת אילון המכללה אקדמית דוד ילין ayeletay@dyellin.ac.il To Learn, to Teach, to Chat: ChatGPT Use in Academia in the Age of Generative AI (Short paper) Ayelet Ayalon David Yellin Academic College of Education ayeletay@dyellin.ac.il Orly Ido David Yellin Academic College of Education orly@genesisland.co.il Abstract In recent years, the use of generative artificial intelligence has brought significant change to higher education, influencing teaching, learning, and assessment practices. This study examined patterns of ChatGPT use in higher education institutions from the perspectives of students and lecturers. Data were collected from 415 participants (296 students and 119 lecturers) through online questionnaires. Four key variables from the Unified Theory of Acceptance and Use of Technology (UTAUT), performance expectancy, effort expectancy, social influence, and facilitating conditions, were analyzed, along with student-specific academic stress factors: academic workload, time pressure, procrastination, and academic concerns. Findings indicate that performance expectancy was the strongest predictor of ChatGPT use in both groups, emphasizing its perceived role as a tool for enhancing academic performance and efficiency. Social influence predicted ChatGPT use only among students, while among lecturers its effect was indirect, mediated by performance expectancy. Among students, academic workload and academic concerns were significant predictors, whereas procrastination affected ChatGPT use indirectly through academic concerns. The results reveal distinct adoption patterns: students are primarily driven by academic pressure and social influence, while lecturers are motivated by ChatGPT's pedagogical and professional value. High academic concerns among students emerged as a key driver of use but also introduced an ethical challenge, as the pursuit of excellence may lead to unregulated use and shortcuts that undermine learning and raise integrity concerns. These findings highlight the need for differentiated institutional policies and training to promote critical, ethical, and responsible use of ChatGPT while leveraging its pedagogical potential in higher education. Keywords: ChatGPT use, Unified Theory of Acceptance and Use of Technology (UTAUT), Performance expectancy, Social influence, Procrastination.
RkJQdWJsaXNoZXIy Mjk0MjAwOQ==