Agentic education · Learning science

Actionable companion · Assessment & reasoning

From AI evidence to responsible practice: ChatGPT in Learning: Assessing Students’ Use Intentions through the Lens of Perceived Value and the Influence of AI Literacy

AI-assisted editorial implementation guide, separate from the original research. Proposed actions are not findings or recommendations attributed to the source authors. No independent peer review of this guide is asserted.

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Evidence and context

Title and abstract screening; stage labels describe reported settings, not verified numerical ages. Design labels require full-text appraisal. Reported stage(s): Higher education. Verify the participants, intervention and comparator before applying this study in a new setting.

Original authors’ abstract, reproduced under the linked source license:

Abstract This study sought to understand students’ intentions regarding the use of ChatGPT in learning from the perspective of perceived value, exploring the influence of artificial intelligent (AI) literacy. Drawing on a sample of 676 university students from diverse academic backgrounds, we employed a structured survey questionnaire to measure their perceptions of ChatGPT as a learning tool. The collected data were then analyzed using structural equation modeling (SEM) via SmartPLS 4 software. The findings showed a strong effect of the students’ perceived value of ChatGPT on their intention to use it. Our findings suggest that perceived usefulness, perceived enjoyment and perceived fees had a significant influence on students’ perceived value of ChatGPT, while perceived risk showed no effect. Moreover, the role of AI literacy emerged as pivotal in shaping these perceptions. Students with higher AI literacy demonstrated an enhanced ability to discern the value of ChatGPT. AI literacy proved to be a strong predictor of students’ perception of usefulness, enjoyment, and fees for using ChatGPT in learning. However, AI literacy did not have an impact on students’ perceptions of using ChatGPT in learning. This study underscores the growing importance of integrating AI literacy into educational curricula to optimize the reception and utilization of innovative AI tools in academic scenarios. Future interventions aiming to boost the adoption of such tools should consider incorporating AI literacy components to maximize perceived value and, subsequently, use intention. Keywords: ChatGPT, AI, perceived value, AI literacy, higher education

What kind of evidence is this?

Supporting AI learning science · Survey / observational study

Stage: Higher education. Screening labels describe reported context and study-design language. They are not a risk-of-bias rating or proof of effectiveness for an age band.

Study methods · source passage

In November 2023, a survey was conducted among university students at both undergraduate and postgraduate levels after securing ethical clearance and informed consent as per the university’s ethics committee guidelines (details omitted for blind review). The survey was disseminated through university email systems and various social media channels. Participants were allowed a four-week period to voluntarily respond to the survey. The sample comprised 83.9% females, 91.6% undergraduates, and 86.6% within the age range of 19 to 22, representing various academic disciplines as detailed in Table 1.

Limitations and uncertainty · source passage

The current study seeks to verify students’ intentions to use ChatGPT in education and to highlight the perceived value of this tool and the influencing role of AI literacy in shaping these perceptions. This research is among the pioneering efforts to evaluate ChatGPT acceptance in higher education through an extended VAM framework with AI literacy. This factor has emerged in the AI era. Using this framework, educators and developers can more effectively customise ChatGPT to address the diverse needs of students, improving the adoption and effectiveness of its integration into learning. The findings suggest that perceived usefulness, enjoyment, and fees significantly affected students’ perceived value of using ChatGPT in learning, and perceived value had a significant role in driving students’ intention to use ChatGPT.

Design the system before the pilot

Use this study to inform a learning mechanism or implementation question. It is not direct evidence that autonomous agents improve learning. Keep the proposed agent behavior separate from what the source actually tested.

  • Use common rubrics, blind scoring where feasible and a fresh unaided reasoning task. Document permissible assistance and avoid treating AI-detector scores as proof of misconduct.

A 90-day district pilot

  1. Days 1–15 · Appraise. Have the curriculum lead and a teacher read the methods and limitations. Record the study design, sample, comparator, outcomes and evidence gaps. Define a local question that the study can help inform.
  2. Days 16–30 · Design. Choose one disciplinary task. Require a first attempt, a documented AI consultation, a critique of the output and an independent explanation. Align the comparison group and scoring rubric with the same objective. Name an accountable owner and set the baseline, success threshold and budget before implementation.
  3. Days 31–60 · Test. Start with a small voluntary cohort, preserve an accessible non-AI route and require teacher review. Use synthetic or de-identified examples; approve data handling and tool terms through district processes.
  4. Days 61–90 · Decide. Blind-score reasoning and accuracy on a new task without AI. Distinguish model examination scores, student perceptions and actual learner gains; only the last directly tests educational benefit. Compare with baseline, document uncertainty and stop or revise if learning worsens, access is unequal or critical errors persist.

The board decision brief

Report the learning problem, evidence quality, participating population, total cost including review time, measured benefit, errors, access differences and remaining uncertainties. Make a dated recommendation to stop, revise or expand. A positive perception survey alone does not establish learning improvement.

Attribution and reuse

Ahlam Mohammed Al-Abdullatif; Merfat Ayesh Alsubaie. ChatGPT in Learning: Assessing Students’ Use Intentions through the Lens of Perceived Value and the Influence of AI Literacy. Behavioral Sciences (2024-09-19). https://doi.org/10.3390/bs14090845

Companion prepared 2026-11-01. Original authorship and DOI are preserved. The abstract is an attributed source extract; the implementation plan is new AI-assisted editorial material, offered under the same CC BY 4.0 license. This guide has not undergone independent peer review.