A DESCRIPTIVE ANALYSIS OF UNDERGRADUATE STUDENTS’ CONTINUANCE INTENTION TOWARD CHATGPT USE IN MALAYSIAN HIGHER EDUCATION

Abstract

The increasing adoption of generative artificial intelligence tools such as ChatGPT has transformed learning practices in higher education, raising questions about students’ intentions to continue using these technologies beyond initial adoption. This study examines undergraduate students’ continuance intention toward the use of ChatGPT in Malaysian higher education, guided by the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A quantitative survey was administered to undergraduate students who had prior experience using ChatGPT for academic purposes. Data were analysed using descriptive statistics, including mean scores and standard deviations, to examine students’ perceptions of key UTAUT2 constructs. The findings indicate generally positive perceptions of ChatGPT, particularly in relation to performance expectancy, effort expectancy, and facilitating conditions, suggesting favourable conditions for continued intention to use the tool in academic contexts. However, variations were observed across constructs, highlighting differing levels of perceived usefulness, enjoyment, and habitual use among students. As the analysis is descriptive in nature, no causal relationships or predictive effects are inferred.  This study contributes to the literature by providing contextual, theory-informed insights into students’ continuance intention toward generative AI tools within Malaysian higher education. The findings offer baseline evidence that can inform educators and institutions in understanding students’ perceptions of ChatGPT use, while also laying the groundwork for future studies employing inferential or longitudinal approaches to examine continuance behaviour more comprehensively.