PSYCHOLOGY BEHIND CHATGPT ENGAGEMENT: A TAM AND USES & GRATIFICATIONS APPROACH IN PUBLIC AND PRIVATE PAKISTANI UNIVERSITIES

Abstract

This study investigates how students’ motivations and acceptance of ChatGPT shape their engagement with digital media and academic practices, using the Technology Acceptance Model (TAM) and Uses and Gratifications (U&G) theory as guiding frameworks. Focusing on a comparative context, the research explores differences and similarities in adoption patterns across public and private higher education institutions. Data were collected through qualitative interviews with 32 undergraduate students 16 from the School of Media and Communication Studies (SMCS), University of Management and Technology (UMT), Lahore (private sector) and 16 from the School of Communication Studies, University of the Punjab (public sector) to capture their perceptions, motivations, and behavioral intentions regarding ChatGPT use.

Findings reveal that students’ acceptance of ChatGPT is significantly influenced by perceived usefulness, ease of use, and interactivity, which enhance their learning efficiency, writing quality, and research productivity. From a U&G perspective, students engage with ChatGPT to fulfill informational, Psychological, academic, and creative needs, employing it for idea generation, content creation, and enhanced participation in digital communication environments.

Comparative insights indicate that while both groups share similar motivations, variations exist in adoption intensity, usage purposes, and dependency levels. Despite concerns about over-reliance, misinformation, and ethical challenges, the study emphasizes the importance of AI literacy initiatives and institutional support to ensure meaningful and responsible integration. Overall, the findings highlight how motivations intersect with adoption processes, demonstrating ChatGPT’s potential to enhance learning satisfaction, digital competencies, and media engagement across diverse higher education contexts.