ChatGPT and Me: A Dual Factor Examination

• 
  By Christina Sanchita Shah
  Assistant Professor

  Co-Authors
  Smriti Mathur, Professor (Assistant) At Christ University Delhi
  Sushant Kumar Vishnoi, Assistant Professor At Institute Of Management Studies (IMS) Ghaziabad
  Alok Tewari,
  

  Journal : Journal of Computer Information Systems
  Publisher : Taylor & Francis Online

Article citation: Mathur, S., Shah, C. S., Vishnoi, S. K., & Tewari, A. (2025). ChatGPT and Me: A Dual Factor Examination. Journal of Computer Information Systems. Advance online publication.

Abstract

ChatGPT advances human-like conversations based on prompts and has been popular among students. ChatGPT offers advantages, but students have also experienced disadvantages, which affect their intention to use it. Drawing on this concern, this research uses a mixed-method approach. For study 1, 45 semi-structured interviews were conducted. Based on these responses, 10 constructs were identified. Using a Dual-factor approach, we categorized convenience, perceived enjoyment, perceived interactivity, learner autonomy, personalization and AI quality as Enablers and technological insecurity, poor information quality, diminishing critical thinking, and plagiarism as Inhibitors. For Study 2, data was collected through a questionnaire from 525 respondents. Structural equation modeling was employed to find support for all the Enablers and Inhibitors except plagiarism. The study also tested the moderating role of FOMO between enablers and students’ ChatGPT usage intention. This study contributes to the theoretical underpinnings of ChatGPT usage and provides practical implications for educators, learners and developers.