Does Chatgpt Fit The Task? An Evaluation Of Its Role In Supporting Accounting Students’ Academic Performance Through The Task-Technology Fit

Abstract

This study tests a Task–Technology Fit (TTF) model for ChatGPT adoption in higher education. A purposive sample of 300 accounting students at UIN Raden Mas Said completed a two-part questionnaire (demographics; constructs on five-point Likert scales; AI use by frequency). PLS-SEM analysis confirmed that TTF significantly influences ChatGPT usage, which in turn positively affects academic performance. Future research should expand across disciplines and institutions, adopt longitudinal designs, and explore additional variables such as digital ethics and plagiarism. Mixed-method approaches are also recommended to capture students’ lived experiences with AI integration in academic settings.