University Acceptance of ChatGPT
A Comparison between Costa Rica and Spain
DOI:
https://doi.org/10.26422/aucom.2026.1503.cabKeywords:
artificial intelligence, academic performance, higher education, educational technologyAbstract
This exploratory study analyzes the degree of acceptance of ChatGPT among university students in Costa Rica (n = 194) and Spain (n = 132). Using a 19-item questionnaire based on the UTAUT2 model, the research evaluated six dimensions: performance expectancy, effort expectancy, social influence, facilitating conditions, intention to use, and use behavior. The findings reveal that students from both countries generally exhibit a positive attitude towards ChatGPT in academic contexts. However, significant differences were observed across nearly all evaluated dimensions. Costa Rican students consistently reported higher mean scores, indicating a greater perception of ChatGPT's usefulness for academic performance (PE), greater perceived ease of use (EE), and a stronger influence of their social environment on its adoption (SI). They also perceived better access to necessary resources and institutional support (FC) and showed a stronger intention to continue using the tool in the future (BI). While these differences in perception were statistically significant, actual use behavior (UB) did not differ significantly between the two groups. This suggests that, despite variations in perceived benefits, ease of use, and social influence, the practical application of ChatGPT does not substantially differ between students in Costa Rica and Spain, possibly due to practical barriers or to an adoption curve not yet consolidated in either context. The study concludes that these disparities may stem from contextual, pedagogical, or technological factors specific to each country, and highlights the need for structured training in artificial intelligence within educational settings to ensure effective pedagogical integration.
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