Analysis of ChatGPT user acceptance among schools in South Tondano District
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This study analyzes the relationships among Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Behavioral Intention to Use (BI) in the context of educational technology acceptance. The study involved 100 respondents, comprising 80 students and 20 teachers, whose responses were analyzed as a single dataset because both groups evaluated the same technology and research constructs. The proposed model was tested using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to evaluate the measurement model and structural relationships among variables. The measurement model was assessed using factor loadings, the Fornell–Larcker criterion, cross-loadings, Cronbach’s Alpha, Composite Reliability, and Average Variance Extracted (AVE). The structural model and hypotheses were evaluated using bootstrapping in SmartPLS. The findings show that Perceived Ease of Use has a significant positive effect on both Behavioral Intention to Use and Perceived Usefulness, while Perceived Usefulness does not significantly influence Behavioral Intention to Use. These results indicate that ease of use is the primary factor driving technology acceptance among students and teachers. Overall, improving system usability is more effective in promoting technology acceptance than focusing solely on functional benefits. The findings provide practical implications for developers and educational institutions in designing user-friendly educational technologies that meet the needs of both students and teachers.
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