Social Science and Human Research Bulletin

The proliferation of artificial intelligence tools, most notably ChatGPT, has driven fundamental shifts in pedagogical approaches and methodologies within general education. In the context of contemporary digital transformation in education, this study explores the factors influencing high school students' attitudes toward utilizing ChatGPT in mathematics learning. Quantitative data were gathered from 389 valid survey responses from high school students in Hanoi and several other provinces, including Lao Cai and Phu Tho. Drawing upon the theoretical framework of Unified Theory of Acceptance and Use of Technology, the empirical analysis indicates that Performance Expectancy, Effort Expectancy, and Social Influence exert statistically significant positive impacts on students' attitudes toward ChatGPT usage; conversely, technology anxiety exhibits a negative impact. These findings initially provide a scientific foundation to support educational institutions in formulating effective strategies to integrate digital tools like ChatGPT into the curriculum, thereby enhancing digital technology application capabilities across the education sector.

ChatGPT, Attitude toward using, High school students, Mathematics learning, Unified Theory of Acceptance and Use of Technology

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