Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Mathur, Smriti; Shah, Christina Sanchita; Vishnoi, Sushant Kr.; Tewari, Alok Title A name given to the resource ChatGPT and Me: A Dual Factor Examination Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Journal of Computer Information Systems; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1080/08874417.2025.2496315" target="_blank" rel="noreferrer noopener">https://doi.org/10.1080/08874417.2025.2496315</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105004430702?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105004430702?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mathur S., Christ University, Bangalore, India; Shah C.S., Management Development Institute, Gurgaon, India; Vishnoi S.K., Institute of Management Studies, Ghaziabad, India; Tewari A., Babu Banarasi Das University, Lucknow, India Description An account of the resource ChatGPT advances human-like conversations based on prompts and has been popular among students. ChatGPT offers advantages, but students have also experienced disadvantages, which affect their intention to use it. Drawing on this concern, this research uses a mixed-method approach. For study 1, 45 semi-structured interviews were conducted. Based on these responses, 10 constructs were identified. Using a Dual-factor approach, we categorized convenience, perceived enjoyment, perceived interactivity, learner autonomy, personalization and AI quality as Enablers and technological insecurity, poor information quality, diminishing critical thinking, and plagiarism as Inhibitors. For Study 2, data was collected through a questionnaire from 525 respondents. Structural equation modeling was employed to find support for all the Enablers and Inhibitors except plagiarism. The study also tested the moderating role of FOMO between enablers and students ChatGPT usage intention. This study contributes to the theoretical underpinnings of ChatGPT usage and provides practical implications for educators, learners and developers. 2025 International Association for Computer Information Systems. Subject The topic of the resource ChatGPT usage intention; Dual factor theory; enablers; FOMO; inhibitors; mixed method approach Publisher An entity responsible for making the resource available Taylor and Francis Ltd. Relation A related resource ISSN: 8874417; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online