Investigating Factors Influencing the Utilization of ChatGPT Among Students in Higher Accounting Education: Expanding the Technology Acceptance Model

Abstract

The study investigated the factors influencing the behavioural intention to utilize ChatGPT among accounting students in higher education. Drawing on the technology adoption model, the research explores how self-efficacy and perceived risk affect their intention to adopt ChatGPT as a learning aid. The study adopted a simple random sampling technique and gathered data from 200 accounting students from Ghanaian universities. The data gathered was measured using PLS-SEM technique. The study found that the most crucial factor influencing the behavior intention toward ChatGPT among accounting students is perceived usefulness. The study also found that attitude is also very significant factor affecting the behavioural intention to adopt ChatGPT. Perceived usefulness and perceived ease of use were found to have positive relationships on student’s attitude toward ChatGPT adoption. The study also found that whereas self-efficacy showed a positive effect on attitude, perceived risk showed a negative effect on attitude toward ChatGPT adoption. The findings underscore the direct influence of self-efficacy and perceived risk in AI adoption and suggest that educational policies should prioritize training programs and promote accountability frameworks around AI tools.