Abstract
Generative AI tools like ChatGPT have become the fastest-adopted technology, raising concerns about its misuse in education. This study explores ChatGPT usage for class assignments among 646 college students in the U.S. and Bangladesh, focusing on their perceptions and trust in the tool. Using the technology acceptance model, along with internet efficacy and social persuasion theories, we found that students in both countries had high levels of awareness and adoption. Individual factors did not significantly influence ChatGPT usage, while social persuasion, perceived usefulness, perceived ease of use, and country were the strongest predictors. The findings suggest that AI technology may have a greater impact on student learning in the Global South compared to the Global North.
DOI
10.30658/hmc.11.6
Recommended Citation
Sharma, S., & Ha, L. (2025). Generative AI in higher education: A comparative study of ChatGPT adoption, perception, and use among college students in the Global North and Global South. Human-Machine Communication, 11, 107–126. https://doi.org/10.30658/hmc.11.6
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