Exploring the Impact of AI Adoption on Student Productivity and Behavioral Intentions in Higher Education: A Cross-Institutional Study
DOI:
https://doi.org/10.32674/2wda3n83Keywords:
ChatGPT, Generative AI, Higher Education, Student Productivity, Behavioral Intention, UTAUT, Academic Integrity, Cross-Institutional StudyAbstract
This cross-institutional study investigates the impact of generative AI—specifically ChatGPT—on student productivity and behavioral intentions in higher education, comparing responses from Texas College (USA) and Kathmandu Model College (Nepal). Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, this research explores how readiness, frequency of use, and perceptions of productivity influence students’ intentions to continue using AI. Data from 507 students were analyzed using descriptive statistics, reliability testing, and ordinal logistic regression. Results indicate that frequent AI users perceive higher academic productivity, while institutional affiliation had no significant effect. Readiness and perceived productivity emerged as strong predictors of continued AI use; however, some students expressed uncertainty due to concerns about ethical and academic integrity. The findings suggest that while AI tools like ChatGPT hold promise for enhancing academic efficiency and personalization in learning, a structured institutional framework and ethical guidance are essential to support the sustained and responsible integration of these tools into pedagogical practices.
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