View in EDS

ChatGPT in Self-Directed Learning: Exploring Acceptance and Utilization among Undergraduates of State Universities in Sri Lanka

Saved in:
Bibliographic Details
Title: ChatGPT in Self-Directed Learning: Exploring Acceptance and Utilization among Undergraduates of State Universities in Sri Lanka
Language: English
Authors: E. W. Biyiri (ORCID 0000-0001-7079-764X), S. N. S. Dahanayake (ORCID 0000-0002-5469-5376), D. M. C. Dassanayake (ORCID 0000-0001-6211-8897), Anand Nayyar (ORCID 0000-0002-9821-6146), K. T. L. U. S. Dayangana (ORCID 0009-0008-6082-573X), J. A. P. M. Jayasinghe (ORCID 0000-0003-2242-2696)
Source: Education and Information Technologies. 2025 30(8):10381-10409.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Technology Uses in Education, Independent Study, Undergraduate Students, Foreign Countries, Technology Integration, Student Attitudes, Educational Change, Educational Strategies, Educational Policy, Higher Education
Geographic Terms: Sri Lanka
DOI: 10.1007/s10639-024-13269-8
ISSN: 1360-2357
1573-7608
Abstract: Technology plays a pivotal role in shaping education through transformative enhancements in learning experiences at various levels. ChatGPT has emerged as a promising educational tool amid evolving technological landscapes. Although prior scholars have explored ChatGPT's educational use, emphasizing its potential, challenges, and perspectives from students and educators, there remains a notable gap in understanding its utilization among undergraduates for self-directed learning. Thus, this study aimed to investigate undergraduates' acceptance and utilization of ChatGPT for self-directed learning based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and self-directed learning with technology scale (SDLTS). The study provides new insights for reforming educational strategies and policies, emphasizing the UTAUT model's efficacy in considering ChatGPT adoption. Data collected from undergraduates at state universities in Sri Lanka via an online survey yielded 627 valid responses, analyzed using Smart PLS. The results revealed that performance expectancy and social influence significantly impact the behavioral intention of undergraduates to use ChatGPT, with no significant impact on effort expectancy. Moreover, behavioral intention and facilitating conditions significantly influenced ChatGPT use for self-directed learning among undergraduates.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473232
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1473232
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: ChatGPT in Self-Directed Learning: Exploring Acceptance and Utilization among Undergraduates of State Universities in Sri Lanka
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22E%2E+W%2E+Biyiri%22">E. W. Biyiri</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7079-764X">0000-0001-7079-764X</externalLink>)<br /><searchLink fieldCode="AR" term="%22S%2E+N%2E+S%2E+Dahanayake%22">S. N. S. Dahanayake</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5469-5376">0000-0002-5469-5376</externalLink>)<br /><searchLink fieldCode="AR" term="%22D%2E+M%2E+C%2E+Dassanayake%22">D. M. C. Dassanayake</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6211-8897">0000-0001-6211-8897</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anand+Nayyar%22">Anand Nayyar</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9821-6146">0000-0002-9821-6146</externalLink>)<br /><searchLink fieldCode="AR" term="%22K%2E+T%2E+L%2E+U%2E+S%2E+Dayangana%22">K. T. L. U. S. Dayangana</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0008-6082-573X">0009-0008-6082-573X</externalLink>)<br /><searchLink fieldCode="AR" term="%22J%2E+A%2E+P%2E+M%2E+Jayasinghe%22">J. A. P. M. Jayasinghe</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2242-2696">0000-0003-2242-2696</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(8):10381-10409.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sri+Lanka%22">Sri Lanka</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10639-024-13269-8
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2357<br />1573-7608
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Technology plays a pivotal role in shaping education through transformative enhancements in learning experiences at various levels. ChatGPT has emerged as a promising educational tool amid evolving technological landscapes. Although prior scholars have explored ChatGPT's educational use, emphasizing its potential, challenges, and perspectives from students and educators, there remains a notable gap in understanding its utilization among undergraduates for self-directed learning. Thus, this study aimed to investigate undergraduates' acceptance and utilization of ChatGPT for self-directed learning based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and self-directed learning with technology scale (SDLTS). The study provides new insights for reforming educational strategies and policies, emphasizing the UTAUT model's efficacy in considering ChatGPT adoption. Data collected from undergraduates at state universities in Sri Lanka via an online survey yielded 627 valid responses, analyzed using Smart PLS. The results revealed that performance expectancy and social influence significantly impact the behavioral intention of undergraduates to use ChatGPT, with no significant impact on effort expectancy. Moreover, behavioral intention and facilitating conditions significantly influenced ChatGPT use for self-directed learning among undergraduates.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1473232
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1473232
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10639-024-13269-8
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 10381
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Sri Lanka
        Type: general
    Titles:
      – TitleFull: ChatGPT in Self-Directed Learning: Exploring Acceptance and Utilization among Undergraduates of State Universities in Sri Lanka
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: E. W. Biyiri
      – PersonEntity:
          Name:
            NameFull: S. N. S. Dahanayake
      – PersonEntity:
          Name:
            NameFull: D. M. C. Dassanayake
      – PersonEntity:
          Name:
            NameFull: Anand Nayyar
      – PersonEntity:
          Name:
            NameFull: K. T. L. U. S. Dayangana
      – PersonEntity:
          Name:
            NameFull: J. A. P. M. Jayasinghe
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1360-2357
            – Type: issn-electronic
              Value: 1573-7608
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Education and Information Technologies
              Type: main
ResultId 1