Measuring Graduate Students' Use of ChatGPT in Academic Writing Based on the Technology Acceptance Model

Abstract

This study employs the Technology Acceptance Model (TAM) to examine factors influencing graduate students' acceptance and use of ChatGPT in academic writing. Despite ChatGPT's growing presence in higher education, limited evidence exists regarding its actual adoption. A modified TAM-based questionnaire was completed by 254 graduate students from four Saudi universities and analyzed using SPSS and JASP. Structural Equation Modeling assessed both direct and indirect effects within a mediation model. Results indicate that perceived ease of use and perceived usefulness significantly shape students' attitudes and behavioral intentions toward ChatGPT. However, ease of use only impacts attitudes when mediated by usefulness. Positive attitudes were linked to stronger intentions to use the tool, yet high intentions did not always lead to actual use. Barriers such as limited skills or concerns about academic integrity may hinder this transition.