Date of Degree

8-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program

Education

Advisor

Chunling Niu

Advisor

Lucretia M Fraga

Advisor

Arthur E Hernandez

Abstract

Do You Use ChatGPT? A Technology Acceptance and Segmentation Study of ChatGPT Use Among Students at a South Texas University

August 2026

Brian F Waltman, Doctor of Philosophy in Education

The study investigates the integration of ChatGPT in academic settings, focusing on validating the TAME-ChatGPT instrument for a small private university in South Texas. This research aims to assess students' attitudes towards ChatGPT and identify the factors influencing its adoption and perceived usefulness. Previous studies have indicated ChatGPT's broad applicability across various sectors, including business, healthcare, and law, but its role in academia remains under-explored, particularly within the United States. The Technology Acceptance Model (TAM) serves as the theoretical framework for this study, highlighting perceived ease of use and perceived usefulness as critical determinants of technology adoption. The research involves a cross-sectional survey design targeting students across various disciplines and academic levels. The survey instrument, developed by Dr. Malik Sallam, was evaluated for construct validity through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and reliability through Cronbach’s Alpha, Average Variance Extracted (AVE) and Composite Reliability (CR) to determine its applicability in the new context. Cluster analysis techniques were used to determine if there are specific demographic groups who are more or less likely to use ChatGPT based on perceived ease of use and usefulness. Data collection was completed using convenience sampling with the survey administered via Qualtrics. The study's objectives are twofold: to validate the TAME-ChatGPT instrument and to perform cluster analysis to identify student groups based on their propensity to use and find value in ChatGPT. The findings provide insights into how students perceive ChatGPT's utility and ease of use, aiding educational institutions in formulating policies and instructional strategies that integrate ChatGPT effectively. This research contributes to the broader discourse on AI tool adoption in educational settings and provides empirical evidence to support or refine existing theoretical models. In addition, it can be used to assess the potential need for additional research into the use of ChatGPT by specific populations.

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