Keywords
Abstract
In order to promote the application of class ChatGPT generative AI in education in the context of high-quality development of education, it is necessary to understand the acceptance of undergraduates majoring in education. Using literature method, questionnaire survey, difference analysis and reliability test, this paper concludes that education undergraduates have overall acceptance of ChatGPT generated artificial intelligence; performance expectation, effort expectation, perceived interest and social influence have positive influence on acceptance behavior intention, perceived risk has negative influence, the influence degree is from strong to performance expectation, social influence, effort expectation, perceived interest and perceived risk; different genders and grades show different differences in acceptance factors, while professional category has no significant influence.
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