The 4I Model of Benefits and Its Integration with the Technology Acceptance Model (TAM): Teenagers’ Perspectives on Using ChatGPT for Homework

Authors

  • Zinaida Adelhardt Friedrich-Alexander University Erlangen-Nürnberg https://orcid.org/0000-0003-2296-7995
  • Thomas Eberle Friedrich-Alexander-Universität Erlangen-Nürnberg

DOI:

https://doi.org/10.34190/icair.4.1.3205

Keywords:

ChatGPT in Education, 4I Model of AI Benefits, Educational Benefits of AI Text Generators, Homework Support through AI, Technology Acceptance Model (TAM) Extension, User Studies, Empirical Studies in HCI, HCI Theory, Concepts, and Models, K-12 Education

Abstract

The introduction of ChatGPT has provided students with a tool similar to a fairy-tale djinn, giving the ability to simplify homework and projects with just a few keystrokes. This study examines teenagers' perspectives on using ChatGPT for homework, exploring both the perceived benefits and concerns. Based on content analysis of responses from 141 teenagers aged 14 to 16 from grammar schools across various federal regions in Germany, we introduce the 4I Model of Benefits, identifying four key advantages: Information, Inspiration, Improvement, and Immediacy. Integrated within the Technology Acceptance Model (TAM) framework, this model clarifies factors influencing teenagers’ acceptance of AI text generators in education. Findings indicate that, while most teenagers recognize the distinct benefits of using ChatGPT, concerns about learning efficacy and over-reliance underscore the need for balanced educational integration. By enriching the TAM framework, the 4I Model identifies the specific benefits of ChatGPT that drive its acceptance and provides valuable insights for educators, policymakers, and developers.

Author Biographies

Zinaida Adelhardt, Friedrich-Alexander University Erlangen-Nürnberg

Dr. Zinaida Adelhardt is a research fellow at Friedrich-Alexander University Erlangen-Nürnberg (Germany) and head of the Media Withdrawal Project. Her work focuses on human-computer interaction, educational technology, and the impact of media use on youth identity, socialization, and self-regulation.

Thomas Eberle, Friedrich-Alexander-Universität Erlangen-Nürnberg

Prof. Dr. Thomas Eberle is a leader of several research units at the Friedrich-Alexander University Erlangen-Nürnberg (Germany) and an overall head of the “Classroom under Sails” project. His doctoral thesis analyzed media use of adolescents and his habilitation was focused on experiential learning outdoors.

Downloads

Published

2024-12-04