Factors influencing intention in using ChatGPT by students for educational purposes: A case study in Faculty of Entrepreneurship and Business, UMK.

In the contemporary era, ChatGPT has rapidly gained global popularity, with users employing it for various purposes such as creating diverse contexts, posing inquiries, and obtaining information. Individuals utilize ChatGPT for professional tasks, educational pursuits, and social interactions. This paper aims to explore the factors influencing students' intentions to use ChatGPT for educational purposes. The research involved the administration of questionnaires to 125 students from the Faculty of Entrepreneurship and Business at UMK. The primary objective is to assess the correlation between perceived usefulness, technology acceptability, perceived trust, and the intention of UMK students to use ChatGPT for educational activities. Through the application of regression and correlation analysis techniques, this study discerns that perceived usefulness exhibits a relationship with UMK students' intention to use ChatGPT, whereas technology acceptability and perceived trust do not show a significant relationship with this intention. Examining ChatGPT in an educational setting offers a comprehensive learning experience, preparing students for the dynamic landscape of artificial intelligence and modern learning systems.