Initial Validation of the IMPACT Model: Technological Appropriation of ChatGPT by University Faculty
Gorde:
| Argitaratua izan da: | Education Sciences vol. 15, no. 11 (2025), p. 1520-1556 |
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| Egile nagusia: | |
| Beste egile batzuk: | , , |
| Argitaratua: |
MDPI AG
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| Gaiak: | |
| Sarrera elektronikoa: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15111520 |2 doi | |
| 035 | |a 3275510556 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Pereira-González, Luz-M |u Grupo de Investigación de Ciencia en Red (eCIER), Universidad Técnica del Norte, Ibarra EC100150, Ecuador; lmpereira@utn.edu.ec (L.-M.P.-G.); menaranjo@utn.edu.ec (M.N.-T.) | |
| 245 | 1 | |a Initial Validation of the IMPACT Model: Technological Appropriation of ChatGPT by University Faculty | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study presents the initial validation of the IMPACT model, a psychometric tool developed to evaluate how university faculty adopt ChatGPT in higher education. It specifically addresses the existing gap in validated instruments designed for educators, as most prior research has focused on student-based adoption models. A total of 206 professors completed a 39-item Likert-scale questionnaire. Exploratory factor analysis using principal axis factoring with oblimin rotation identified the underlying structure of the instrument. Reliability and internal consistency were examined through Cronbach’s alpha and McDonald’s omega. The analysis revealed a five-factor structure comprising functional appropriation, ethical and academic concerns, cost and accessibility, facilitating conditions, and perceived reliability and trustworthiness. Intention to use and performance expectancy merged into a single factor, and social influence did not emerge as a determinant. The model demonstrated strong reliability and internal consistency across all dimensions. The IMPACT model offers a validated framework for understanding faculty adoption of ChatGPT, emphasizing functional, ethical, and infrastructural factors over social influence. These findings provide a foundation for confirmatory analyses and contribute to advancing theoretical and practical insights into AI integration in higher education teaching. | |
| 653 | |a Teaching | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Chatbots | ||
| 653 | |a Technology adoption | ||
| 653 | |a Higher education | ||
| 653 | |a University faculty | ||
| 653 | |a Retention (Psychology) | ||
| 653 | |a Professional Autonomy | ||
| 653 | |a Critical Thinking | ||
| 653 | |a Educational Practices | ||
| 653 | |a Factor Analysis | ||
| 653 | |a Intelligent Tutoring Systems | ||
| 653 | |a Influence of Technology | ||
| 653 | |a College Faculty | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Educational Technology | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Predictor Variables | ||
| 653 | |a Factor Structure | ||
| 653 | |a Ethics | ||
| 653 | |a College Students | ||
| 653 | |a Short Term Memory | ||
| 653 | |a Peer Influence | ||
| 653 | |a Intention | ||
| 653 | |a Privacy | ||
| 653 | |a Statistical Studies | ||
| 653 | |a Instructional Design | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Social Influences | ||
| 653 | |a Learner Engagement | ||
| 700 | 1 | |a Basantes-Andrade Andrea |u Grupo de Investigación de Ciencia en Red (eCIER), Universidad Técnica del Norte, Ibarra EC100150, Ecuador; lmpereira@utn.edu.ec (L.-M.P.-G.); menaranjo@utn.edu.ec (M.N.-T.) | |
| 700 | 1 | |a Naranjo-Toro, Miguel |u Grupo de Investigación de Ciencia en Red (eCIER), Universidad Técnica del Norte, Ibarra EC100150, Ecuador; lmpereira@utn.edu.ec (L.-M.P.-G.); menaranjo@utn.edu.ec (M.N.-T.) | |
| 700 | 1 | |a Guia-Pereira Mailevy |u Asociación Científica Universitaria de Estudiantes de Medicina de la Universidad de Los Andes (ACUEM-ULA), Merida 5101, Venezuela; mailevyguia@gmail.com | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 11 (2025), p. 1520-1556 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275510556/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3275510556/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275510556/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |