## 3 Review Results
### Unified Theory of Acceptance and Use of Technology (UTAUT) and Extensions
#### 3.2.1. Discussed Factors  
**Performance Expectancy (PE):**  
Performance expectancy is the degree to which users believe that using ChatGPT will help them to achieve gains in job performance or learning outcomes. Empirical studies have consistently confirmed that performance expectancy (PE) significantly predicts behavioral intention to use ChatGPT. Students and educators who perceive ChatGPT as beneficial for improving academic performance and productivity are more likely to adopt the technology. The belief that ChatGPT can enhance their efficiency and effectiveness in academic tasks motivates users to integrate it into their daily routines. Several studies have confirmed the crucial role that PE plays in the integration of ChatGPT in educational settings, highlighting the importance of this factor in driving adoption. This consistent finding underscores the need for educational technologies to clearly demonstrate their practical benefits to encourage widespread use among students and educators [5; 27; 28; 29; 30]. The significant influence of PE emphasizes that showcasing tangible improvements in academic outcomes is key to fostering positive attitudes and increased adoption of ChatGPT. **Effort Expectancy (EE):**  
Effort expectancy refers to the ease of use associated with ChatGPT. Studies have shown that effort expectancy (EE) positively correlates with behavioral intention and actual use of ChatGPT. When users find ChatGPT easy to use, they are more likely to develop a positive attitude towards its adoption. This factor is particularly important in educational settings, where ease of use can facilitate seamless integration into learning and teaching processes. EE has been confirmed as an important factor impacting users' adoption of ChatGPT in educational settings, highlighting the necessity for user-friendly interfaces and intuitive designs to encourage widespread use [31; 32; 33; 34]. However, some studies have found that EE did not significantly influence behavioral intention or use behavior, suggesting that its impact may differ based on specific contexts or user groups [35; 30; 36]. This variability indicates that, while EE is generally important, its role in adoption may be influenced by other factors or specific educational environments. **Social Influence (SI):**  
Social influence is the degree to which users perceive that important others believe they should use ChatGPT. Research has confirmed that social influence (SI) significantly affects behavioral intention to adopt ChatGPT. The impact of peers, instructors, and societal norms is crucial in shaping users' attitudes towards ChatGPT. This influence is especially significant in collaborative learning environments where peer usage can encourage wider adoption. For instance, when students see their classmates and teachers effectively using ChatGPT, they are likelier to adopt the technology. This peer-driven adoption can create a positive feedback loop, further embedding ChatGPT into the educational process [5; 27; 37]. However, while SI is generally a significant predictor, some studies have reported that it did not consistently influence adoption intentions. This discrepancy may be due to varying levels of peer and instructor influence across different educational settings, suggesting that the impact of social influence can depend on specific contextual factors [36; 38]. This variability highlights the need for a nuanced understanding of how social dynamics affect technology adoption in different educational environments. **Facilitating Conditions (FCs):**  
Facilitating conditions refer to the availability of resources and support necessary for using ChatGPT. Empirical studies have validated that facilitating conditions (FCs) positively influence effort expectancy and behavioral intention. Users with access to adequate technical support and infrastructure are more likely to adopt and use ChatGPT effectively. This factor underscores the importance of institutional support in promoting the adoption of new technologies in education.