Extending the technology acceptance model with awareness and self-efficacy in predicting ChatGPT adoption among Nigerian marketing students

Abstract

The rapid diffusion of generative artificial intelligence (AI) tools, particularly ChatGPT, is reshaping teaching, researching, and learning in higher education. However, empirical evidence on the cognitive factors influencing its adoption remains limited, particularly in emerging economies and discipline-specific contexts. This study examines the determinants of ChatGPT adoption among Nigerian undergraduate marketing students by extending the Technology Acceptance Model (TAM) to include awareness and perceived self-efficacy. Using a quantitative approach, data were collected from 213 final-year students and analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate that awareness is a foundational driver, significantly influencing perceived usefulness, perceived ease of use, perceived self-efficacy, attitude, and intention to adopt ChatGPT. Perceived usefulness and self-efficacy significantly predict both attitude and intention, while perceived ease of use shows no significant effect. Attitude strongly predicts adoption intention. The study contributes to AI adoption literature by demonstrating that cognitive readiness, particularly awareness and self-efficacy, plays a more critical role than usability. The findings suggest that higher education institutions should prioritize skills development and structured guidance to support effective and responsible use of AI tools.