In an increasingly advanced digital era, micro, small, and medium enterprises (MSMEs) face new challenges and opportunities in enhancing their sales performance. The use of innovative technologies, such as ChatGPT and Customer Relationship Management (CRM), is key to improving operational efficiency and strengthening MSME competitiveness. This study aims to analyze the impact of integrating ChatGPT and CRM on MSME sales performance with operational efficiency as a mediating variable. The research employs a quantitative approach using SEM-PLS methodology to explore the relationships between relevant variables. The study was conducted on 100 MSMEs in Subang Regency, Indonesia, using an online questionnaire as the data collection tool. The findings indicate that the integration of ChatGPT and CRM significantly affects MSME sales performance in Subang Regency, with operational efficiency as a mediating variable. First, ChatGPT has been shown to have a significant positive impact on MSME sales performance. This technology facilitates the adoption of new technologies, enhances customer interaction, and enables better service personalization, which directly impacts increased sales volume, sales growth, and revenue. Second, effective CRM implementation also demonstrates a significant positive influence on MSME sales performance. Good customer data management, customer satisfaction, and customer loyalty contribute to increased sales volume, sales growth, and revenue. Third, operational efficiency proves to play a significant mediating role in the relationship between ChatGPT and CRM integration and MSME sales performance. Improvements in operational efficiency through reduced processing times, optimized resource use, and cost reduction support increased sales volume, sales growth, and revenue.

In today's digitally enabled world, banks use ChatGPT to handle customer inquiries, expedite service encounters, and provide intelligent, human-like responses; thus, ChatGPT has grown in popularity within the banking sector. The purpose of this study is to investigate the key factors of ChatGPT that influence consumer banking decision-making at Jordanian commercial banks. To accomplish the study's goals, the researcher employed a descriptive-analytical approach. The study sample consists of 445 customers with valid accounts at commercial banks in Amman city. The total number of valid and completed questionnaires was 419 and included in the final analysis. The reported results demonstrate a significant impact of ChatGPT factors that include credibility, informativeness, interaction, content suitability, perceived trustworthiness, and personalization on consumers' banking decision-making. The results can help banks develop a digital plan to enhance consumer awareness and boost benefits, which allows them to overcome challenges when utilizing AI for transactions. ChatGPT banking services are still in their early phases in Jordan. Few empirical studies have examined actual user behavior, and this study may give valuable insights to scholars and practitioners.

The current study aims to assess the factors that could affect students’ use of ChatGPT. The study proposed a theoretical model that included six factors. Data was collected from 518 students using a questionnaire. The data were analyzed using Structural Equation Modeling to identify the relationships and test the hypothesis. The findings revealed that performance expectancy and social trust significantly influenced students’ intentions to use ChatGPT. Contrary to expectations, both social influence and effort expectancy had insignificant effects. By elucidating the core factors affecting the utilization of ChatGPT, trust had a significant impact on the intention to use ChatGPT. Furthermore, trust mediates the relationship between perceived security and intention to use ChatGPT, this study can provide valuable insights for policymakers. Moreover, this study contributes to the existing literature by setting the foundation for future research seeking a deeper understanding of the factors influencing the use of other AI technologies in teaching and learning in Electronic Public Facilities.

Advancements in technology have had a profound impact on the way we learn, teach, and access knowledge. From online learning platforms to interactive educational games and virtual reality simulations, technology has transformed the traditional classroom into a dynamic, engaging, and inclusive space for education. One of the promising advancements in the field of artificial intelligence technology is ChatGPT which offers personalized and effective learning experiences by providing students with customized feedback and explanation. The effect of ChatGPT must be compared with the effect of Google at the educational level since both present a source of information and explanation. Thus, this study aims at investigating the differences between these two learning sources to measure their effectiveness from different perspectives. The model proposed in this study was evaluated using the PLS-SEM approach, utilizing data collected from 153 university students in the UAE. The results of this evaluation indicate that the GPT (Generative Pre-trained Transformer) has a significant impact on user acceptance, mediated by information quality, system quality, perceived learning value, and perceived satisfaction. These factors play a crucial role in determining users' acceptance of the GPT. However, it is important to note that some aspects of the model were not supported, suggesting that they do not have a significant predictive effect on the use of ChatGPT. Nonetheless, the findings of this study contribute to the existing literature on AI and environmental sustainability, providing valuable insights for practitioners, policymakers, and AI product developers. These insights can help guide the development and implementation of AI technologies in a way that aligns with users' needs and preferences while considering the larger environmental context.

The widespread adoption of artificial intelligence (AI) technologies, including ChatGPT, into education, has become a focal point of attention in recent years. This research explores the connections among perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using ChatGPT (ATUC), and intention to use ChatGPT (ITUC) within Jordanian universities. A survey was employed to gather information from 523 university students in Jordan, and the hypotheses were examined using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that perceived usefulness and perceived ease of use positively impacted attitude toward using ChatGPT and intention to use ChatGPT. Attitude toward using ChatGPT positively impacted intention to use ChatGPT. Implications from this research are crucial to provide developers, instructors, and institutions in Jordan with useful information to help them successfully incorporate ChatGPT into the educational process.

Technology has significantly transformed knowledge, education, and access to information by introducing online learning platforms, interactive games, and virtual reality simulations in traditional classrooms, creating a dynamic, engaging, and inclusive learning environment. The ChatGBT project (a pre-developed transformer for training) is a remarkable achievement in artificial intelligence technology. It allows students tailored and efficient learning experiences by providing individual feedback and explanations. ChatGPT e-learning platform has been extensively studied for its adoption and acceptance, but there is a significant gap in research on its acceptability and use, highlighting the need for further exploration. The goal of this work is to bridge this disparity by introducing a comprehensive model that includes three basic elements: performance expectation, expected effort, and social impact. A total of 241 graduate students were surveyed and their data were analyzed using structural equation modeling techniques. The results indicate that “expectation of performance and expected effort” have the greatest impact and importance in determining students’ intentions to use learning platforms via ChatGPT, while social influence does not play an important role. This study enhances the current body of knowledge related to artificial intelligence and environmental sustainability, and provides important insights for professionals, policymakers, and producers of artificial intelligence products. These observations may provide guidance for creating and implementing artificial intelligence technologies to match consumers’ needs and preferences more effectively, while also taking into account broader environmental conditions.

This research uses Technology Acceptance Model to explore the elements influencing students' attitudes toward using Chat Generative Pre-Trained Transformer (ChatGPT), a recently developed artificial intelligence (AI) tool, for learning and educational purposes. Using Amos version 23 structural equation modelling and 880 student survey responses, the suggested model was empirically tested. According to the report, students think well of ChatGPT utilization in the classroom. Credibility, Usefulness and ease of use, all influence how positively people feel about using this technology in a classroom setting. The study's findings, however, did not support the notion that students' adoption and use of ChatGPT was insignificantly influenced by perceived enjoyment. Moreover, the results conclude that attitude mediates the relationship between usefulness and intention to use ChatGPT. The research will help businesses, educational institutions, and the global community by providing insight into how students view the ChatGPT service within a learning environment. Additionally, the application boosts learners' confidence and interest, which improves general awareness and literacy. Finally, the research will facilitate developers of AI in the betterment of their product and service delivery and regulators in regulating the use of AI-based bots. Owing to its recentness, there is not much study currently available on ChatGPT use in education. This research adds significantly to the extant knowledge on the adoption of advanced education technologies by examining the adoption characteristics of ChatGPT, a novel AI-based tool involving students. Additionally, there is a dearth of research in the literature on students' adoption of ChatGPT for educational purposes. Such a gap was filled as this study identified the factors affecting students' adoption of ChatGPT in the classroom.

The advent of technology has dramatically reshaped the ways in which we assimilate knowledge, teach, and access information. From online learning platforms to interactive educational games and virtual reality simulations, technology has transformed the traditional classroom into a vibrant, engaging, and inclusive educational landscape. A notable advancement in artificial intelligence technology is ChatGPT (Generative Pre-trained Transformer), which provides personalized and effective learning experiences by delivering customized feedback and explanations to students. Despite the considerable research on the adoption or acceptance of e-learning, there is a paucity of research on the acceptance and utilization of ChatGPT, highlighting the need for further investigation. This study aims to bridge this gap by proposing an integrated model that incorporates three key constructs: perceived learning value, perceived satisfaction, and personal innovativeness. A questionnaire survey was administered to 289 university students in the United Arab Emirates (UAE), and the data collected were analyzed using the partial least squares-structural equation modeling (PLS-SEM) approach. The results revealed that "perceived learning value, perceived satisfaction, and personal innovativeness" are the most influential and critical determinants of students' intentions to use learning platforms through ChatGPT. This research contributes to the existing body of literature on AI and environmental sustainability, providing invaluable insights for practitioners, policymakers, and AI product developers. These insights can guide the development and implementation of AI technologies to better align with users' needs and preferences, while also considering the broader environmental context.

Designing sustainable and scalable educational systems is a challenge. Artificial Intelligence (AI) offers promising solutions to enhance the effectiveness and sustainability of blended learning systems. This research paper focuses on the integration of the Chat Generative Pre-trained Transformer (ChatGPT), with a blended learning system. The objectives of this study are to investigate the potential of AI techniques in enhancing the sustainability of educational systems, explore the use of ChatGPT to personalize the learning experience and improve engagement, and propose a model for sustainable learning that incorporates AI. The study aims to contribute to the body of knowledge on AI applications for sustainable education, identify best practices for integrating AI in education, and provide insights for policymakers and educators on the benefits of AI in education delivery. The study emphasizes the significance of AI in sustainable education by addressing personalized learning and educational accessibility. By automating administrative tasks and optimizing content delivery, AI can enhance educational accessibility and promote inclusive and equitable education. The study’s findings highlight the potential benefits of integrating AI chatbots like ChatGPT into education. Such benefits include promoting student engagement, motivation, and self-directed learning through immediate feedback and assistance. The research provides valuable guidance for educators, policymakers, and instructional designers who seek to effectively leverage AI technology in education. In conclusion, the study recommends directions for future research in order to maximize the benefits of integrating ChatGPT into learning systems. Positive results have been observed, including improved learning outcomes, enhanced student engagement, and personalized learning experiences. Through advancing the utilization of AI tools like ChatGPT, blended learning systems can be made more sustainable, efficient, and accessible for learners worldwide.

The emergence of large language models (LLMs), like ChatGPT, has caused a major shift in all academic and professional fields; education being the one impacted the most deeply. The first 200 most cited articles from Scopus on the topic of "large language models" and "education" were selected for a scientometric analysis of this survey. The aim is to map the intellectual landscape, specifying dominant research themes, key contributors, methodological trends, and the emergent challenges that researchers faced during this initial, explosive phase of research. This review systematically analyzes the publication trends, authorship patterns, geographical and institutional contributions, and the conceptual structure of the literature to provide a quantitative and qualitative snapshot of a field that is rapidly changing. The analysis uncovers a domain where exploratory studies, conceptual debates, and early empirical validations dominate, and where the focus of research is mainly on higher education and medical training. The major issues being discussed are academic integrity, assessment redesign, and the ethical integration of AI, while promising applications are personalized learning, automated feedback, and content generation. This survey is a reference for a better understanding of the roots and forefronts of LLM-related educational research as it passes from the initial reaction to systematic integration.