Morality and modeling of intention to use Chatgpt technology
DOI:
https://doi.org/10.5585/2024.26378Keywords:
ChatGPT, artificial intelligence, chatbot, natural language processingAbstract
Research Objective: the main objective in this article is to identify new variables that can improve a Proposed Integrative Model (PIM) for ChatGPT adoption. PIM, in turn, is based on three consolidated theories: TAM (Technology Acceptance Model), DIT (Diffusion of Innovation Theory) and TCMD (Theory of Cognitive Moral Development).
Methodology/Approach: the approach in this study is qualitative, with interviews from experts who use ChatGPT in their areas, including three journalists, two technology professionals and three teachers. The interview guide involved the three theories. Textual data is analyzed with AtlasTi. software.
Originality/Relevance: the research address doubts and fears about ChatGPT, an emerging technology highlighted in several fields, including Education. The results describe and interpret several influences (for example: psychological, social and technological) on the use of ChatGPT, in a nation (Brazil) with one of the largest populations in the world.
Main Results: we identified 16 new variables potentially influential in the use of ChatGPT: accessibility, access to connectivity, trust in technology, creativity, entertainment, expectations, previous experience, feedback and continuous improvement, perceived innovation, integration with existing systems, time saving, customization, reduction workload, perceived risk, satisfaction and safety. Three aspects emerged around morality: intrinsic relationship between morality and ChatGPT: (i) attributing responsibility to the company OpenAI; (ii) intimate nature, intrinsic and individual characteristic of morality as an independent element of any technology; (iii) practice of reproducing content, historically considered illegal, which does not represent anything new from a legal point of view, regardless the technological era.
Theoretical/Methodological Contributions: the identified variables not only broaden but also improve the general understanding of ChatGPT adoption.
Downloads
References
Aburub, F.& Alnawas, I. (2019). A new integrated model to explore factors that influence adoption of mobile learning in higher education: An empirical investigation. Education and Information Technologies, 24, 2145-2158. Disponível em: https://doi.org/10.1007/s10639-019-09862-x
Al-Maroof, R. S., Salloum, S. A., Alhamadand, A. Q. & Shaalan, K. (2020). Understanding an extension technology acceptance model of google translation: a multi-cultural study in United Arab Emirates. International Journal of Interactive Mobile Technologies (IJIM), 14(03), 157-178. Disponível em: https://doi.org/10.3991/ijim.v14i03.11110
Almeida, F., Aguiar, Y., & Magalhaes, R. (2023). Você sabe diferenciar um resumo escrito por humanos do gerado pelo ChatGPT?. In Anais do XIV Workshop sobre Aspectos da Interação Humano-Computador para a Web Social, (pp. 72-78). Porto Alegre: SBC. Disponível em: doi: https://doi.org/10.5753/waihcws.2023.233777
AtlasTi. Manuals and Documents. Berlim: ATLAS.ti Scientific Software Development, 2024. Disponível em: https://atlasti.com/es/acerca-de-atlas-ti
Arévalo, J. A. & Quinde, M. (2023). ChatGPT: La creación automática de contenidos con Inteligencia Artificial y su impacto en la comunicación académica y educativa. Revista Desiderata (22). Disponível em: https://produccioncientifica.usal.es/documentos/65baa1e15ffdcd6d665b14a8
Aydın, O. & Karaarslan, E. (2022). OpenAI ChatGPT generated literature review: digital twin in healthcare. Emerging Computer Technologies, 2. 22-31. Disponível em: http://dx.doi.org/10.2139/ssrn.4308687
Bataglia, P., Morais, A. & Lepre, R. M. (2010). A teoria de Kohlberg sobre o desenvolvimento do raciocínio moral e os instrumentos de avaliação de juízo e competência moral em uso no Brasil. Estudos de Psicologia, 15(1), 25-32. Disponível em: : https://doi.org/10.1590/S1413-294X2010000100004
Barbosa, A. L. N. de H. (2019). Tendências na alocação do tempo no Brasil: trabalho e lazer. Revista Brasileira de Estudos de População, 35(1), 1-28. Disponível em: https://doi.org/10.20947/s102-3098a0063
Bardin, L. (2006). Análise de conteúdo. Lisboa: Edições 70.
Bilquise, G., Ibrahim, S. & Salhieh, S. E. M. (2023). Investigating student acceptance of an academic advising chatbot in higher education institutions. Education and Information Technologies. Disponível em: https://doi.org/10.1007/s10639-023-12076-x
Biswas, S.S. (2023). Potential Use of Chat GPT in Global Warming. Annals of Biomedical Engineering 51, 1126–1127. Disponível em: https://doi-org.ez345.periodicos.capes.gov.br/10.1007/s10439-023-03171-8
Bretag, T., Harper, R., Burton, M., Ellis, C., Newton, P., Rozenberg, P. Saddiqui, S. & Haeringen, K. V. (2019). Contract cheating: a survey of Australian university students. Studies in Higher Education, 44(11), 1837-1856. Disponível em: https://doi.org/10.1080/03075079.2018.1462788
Cargnelutti, R., Bernardino, M., Garcia, R., & Silva, W. (2023). Um Estudo Exploratório sobre o uso do ChatGPT na Melhoria e Revisão da Escrita de Artigos Científicos. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, (pp. 1271-1281). Porto Alegre: SBC. Disponível em: doi: https://doi.org/10.5753/sbie.2023.234610
Chocarro, R., Cortiñas, M. & Marcos-Matás, G. (2021). Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics, Educational Studies. Disponível:https://doi.org/10.1080/03055698.2020.1850426
Chen, Y. & Zhao, S. (2022). Understanding chinese efl learners’ acceptance of gamified vocabulary learning apps: an integration of self-determination theory and technology acceptance model. Sustainability, 14(18), 11288. Dispoível em: https://doi.org/10.3390/su141811288
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3). Disponível em: https://doi.org/10.2307/249008
Eloundou, T., Manning, S., Mishkin, P. & Rock, D. (2023). GPTs are GPTs: An Early Look at the Labor Market Impact Potential of Large Language Models. General Economics. Disponível em:
https://doi.org/10.48550/arXiv.2303.10130
Feather, N. T. & Bond M. J. (1983). Time structure and purposeful activity among employed and unemployed university graduates. Journal of Occupational Psychology, 56, 241-254.Disponível em: https://doi.org/10.1111/j.2044-8325.1983.tb00131.x
George, J. (1991). Time structure and purpose as a mediator of work-life linkages. Journal of Applied Social Psychology, 21, 296-314. Disponível em: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1559-1816.1991.tb00522.x
Gordijn, B., & Have, H. (2023). ChatGPT: Evolution or revolution? Medicine, Health Care, and Philosophy, 26(1), 1-2. Disponível em: https://doi.org/10.1007/s11019-023-10136-0
Gilson, A., Safranek, C. W., Huang, T., Socrates, V., Chi, L., Taylor, R. A. & Chartash, D. (2023). How does chatgpt perform on the united states medical licensing examination? the implications of large language models for medical education and knowledge assessment. JMIR Medical Education, 9. Disponível em: doi https://doi.org/10.2196/45312
Guimarães, Renato Ribeiro; Malacarne, Vilmar; Alves, Fábio Lopes. (2024). ChatGPT, Metaverso, Web3 e outras tecnologias: desafios à educação do futuro. Debates em Educação, (16)38, p. e16114. Disponível em: https://doi.org/10.28998/2175-6600.2024v16n38pe16114
Johny, R. M. (2023). ChatGPT sets record for fastest-growing app with 100 million users. Report. Indía: Hindustan Times. Disponível em: https://www.hindustantimes.com/technology/chatgpt-sets-record-for-fastest-growingapp-with-100-million-users-report-101675323297627.html
Kirtania, D. K. & Patra, S. K. (2023). OpenAI chatGPT generated content and similarity index: a study of selected terms from the library; information science (LIS). Qeios, 2. Disponível em: https://doi.org/10.32388/FO1CP6.2
Kohlberg, L. (1992). Psicología del desarrollo moral. Espana: Desclée De Brouwer.
Kublick, S. & Saboo, S. (2023). GPT3: the ultimate guide to building NLP products with OpenAI API. Estados Unidos: Art Painter. Ebook. Disponível em: https://learning.oreilly.com/library/view/gpt-3/9781805125228/xhtml/xhtml-0-1.xhtml
Kumar, J. A. & Silva, P. A. (2020). Work-in-Progress: A Preliminary Study on Students’ Acceptance of Chatbots for Studio-Based Learning. IEEE Global Engineering Education Conference (EDUCON), 27-30 abril. Porto Portugal. Disponível em: https://doi.org/10.1109/EDUCON45650.2020.9125183
Leite, Umbelina do Rego, Tamayo, Álvaro, & Günther, Hartmut. (2003). Organização do uso do tempo e valores de universitários. Avaliação Psicológica, 2(1), 57-66. Recuperado em 08 de novembro de 2023, de http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1677-04712003000100007&lng=pt&tlng=pt
Lopes, E. L., Caracciolo, L. L. & Herrero, E. (2018). Aceitação do mobile banking no Brasil: uma análise por meio do modelo TAM estendido. Teoria e Prática em Administração, 8(1). Disponível em: https://doi.org/10.21714/2238-104X2018v8i1-37816
Malik, R., Sharma, A., Trivedi, S. & Mishra, R. (2021). Adoption of Chatbots for Learning among University Students: Role of Perceived Convenience and Enhanced Performance. International Journal of Emerging Technologies in Learning (iJET). 16(18):200. Disponível em: https://doi.org/10.3991/ijet.v16i18.24315
McFarland, D. J. & Hamilton, D. (2006). Adding contextual specificity to the technology acceptance model. Computers in Human Behavior, 22(3), 427–447. Disponível em: https://doi.org/10.1016/j.chb.2004.09.009
Marche, S. (2022). The college essay is dead: nobody is prepared for how AI will transform academia. The Atlantic. Disponível em: https://www.theatlantic.com/technology/archive/2022/12/chatgpt-ai-writing-collegestudentessays/672371/
Matte, J., Welchen, V., Costa, L. F., Fachinelli, A. C. Miri, D. H., Chais, C. & Olea, P. M. (2021). Evolução e tendências das teorias de adoção e aceitação de novas tecnologias. Revista Tecnologia e Sociedade, Curitiba, 17(49), 102-117. Disponível em: https://doi.org/10.3895/rts.v17n49.13364
Neubert, L. F., Mont Alvão, A., & Tavares Júnior, F. (2016). Social stratification and time use: studying individuals in the labor market. Civitas, 16(2), 110-125. Disponível em: https://doi.org/10.15448/1984-7289.2016.2.24105
O’Connor, S. & GPT. (2023). Open artificial intelligence platforms in nursing education: tools for academic progress or abuse? Nurse Education in Practice, 66. Disponível em: https://doi.org/10.1016/j.nepr.2022.103537
Olivos, P. (2023). Diálogo con ChatGPT sobre la sagacidad psicológica. Psiquiatría Y Salud Mental (40)1/2, p. 16 – 29. Disponível em: https://www.researchgate.net/publication/378770077_Dialogo_con_ChatGPT_sobre_la_sagacidad_psicologica
OpenAI (2022). ChatGPT: Optimizing Language Models for Dialogue. Disponível em: https://OpenAI.com/blog/chatgpt/
OpenAI (2023). ChatGPT: Optimizing Language Models for Dialogue. Disponível em: https://OpenAI.com/blog/chatgpt/
Rocha, N. (2023). Oportunidades e Riscos do ChatGPT: um aliado ou inimigo ?. The Trends Hub, (3). Disponível em: https://doi.org/10.34630/tth.vi3.5039
Rogers, E.M. (1983) Diffusion of innovations. New York: The Free Press.
Rogers, E. M. (1995). Diffusion of innovations. New York: 12.
Rogers, E. M. & Shoemaker, F. F. (1971). Communication of Innovations: a cross-cultural approach. New York, NY: Free Press.
Rudolph, J., Tan, S. & Tan, S. (2023). ChatGPT: bullshit spewer or the end of traditional assessments in higher education?. Journal of Applied Learning and Teaching, 6(1). Disponível em: https://doi.org/10.37074/jalt.2023.6.1.9
Salvagno, M., Taccone, F. S. & Gerli, A. G. (2023). Can artificial intelligence help for scientifc writing?. Critical Care, 27(75). Disponível em: https://doi.org/10.1186/s13054-023-04380-2
Santos, A. M., & Neves, J. E. D. A. (2023). Exploração maliciosa do ChatGPT para ataques cibernéticos. FatecSeg - Congresso De Segurança Da Informação. Disponível em: https://www.fatecourinhos.edu.br/fatecseg/index.php/fatecseg/article/view/108
Sarriera, J. C., Tatim, D. C., Coelho, R. P. S., & Bücker, J. (2007). Uso do tempo livre por adolescentes de classe popular. Psicologia, Reflexão e Crítica, 20(3), 361-367. Disponível em: https://doi.org/10.1590/S0102-79722007000300003
Shim, D., Kim, J. G. & Altmann, J. (2016). Identifying key drivers and bottlenecks in the adoption of E-book readers in Korea. Telematics and Informatics, 33(3), 860–871. Disponível em: https://doi.org/10.1016/j.tele.2015.12.009
Sirdeshmukh, D., Singh, J., & Sabol, B. (2002). Consumer Trust, Value, and Loyalty in Relational Exchanges. Journal of Marketing, 66(1), 15-37. Disponível em: https://doi.org/10.1509/jmkg.66.1.15.18449
Sultan, M. U. & Udin, N. (2011). Consumer’s attitude towards online shopping: factors influencing Gotland consumers to shop online. Tese (Doutorado). Högskolan på Gotland. Disponível em: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.diva-portal.org/smash/get/diva2:420724/FULLTEXT01.pd
Tanure, B., A Carvalho Neto, A. Santos, C. M. M. & Patrus, R. (2014). Estresse, Doença do Tempo: um estudo sobre o uso do tempo pelos executivos brasileiros. Estudos e Pesquisas Em Psicologia, 14(1). Disponível em: https://doi.org/10.12957/epp.2014.10480
Tarhini, A., Hone, K., Liu, X. &Tarhini, T. (2017). Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: A structural equation modeling of an extended technology acceptance model. Interactive Learning Environments, 25(3), 306–328. Disponível em: https://doi.org/10.1080/10494820.2015.1122635
Tingiris, S. & Kinsella, B. (2021). Exploring GPT–3. Birmingham: Packt. E-book. Disponível em: https://learning.oreilly.com/library/view/exploring-gpt-3/9781800563193/B16854_FM_ePub_AM.xhtml
Zheng, J. & Li, S. (2020). What drives students’ intention to use tablet computers: An extended technology acceptance model. International Journal of Educational Research, 102. Disponível em: https://doi.org/10.1016/j.ijer.2020.101612
Wan Sulaiman, W. N. A.& Mustafa, S. E. (2020). Theory on exploring acceptance and adoption of digital textbooks: a guide for the book publishing industry. Publishing Research Quarterly, 36(3), 381–398. Disponível em: https://doi.org/10.1007/s12109-020-09742-0
Wedari, L. K., Fatihah, A. N.& Rusmanto, T. (2022). Zoom application acceptance in online learning: An analysis with the technology acceptance model. International Journal of Information and Education Technology, 12(9), 821-830. Disponível em: doi: https://doi.org/10.18178/ijiet.2022.12.9.1690
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Autores
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
The author(s) authorize the publication of the article in the journal.
The author(s) ensure that the contribution is original and unpublished and is not being evaluated in other journal(s).
The journal is not responsible for the opinions, ideas and concepts expressed in the texts because they are the sole responsibility of the author(s).
The publishers reserve the right to make adjustments and textual adaptation to the norms of APA.
Authors retain copyright and grant the journal right of first publication, with the work after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access) at http://opcit.eprints.org/oacitation-biblio.html
Authors are able to use ORCID is a system of identification for authors. An ORCID identifier is unique to an individual and acts as a persistent digital identifier to ensure that authors (particularly those with relatively common names) can be distinguished and their work properly attributed.
