<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Paul Stefan Popescu</style></author><author><style face="normal" font="default" size="100%">Marian Cristian Mihaescu</style></author><author><style face="normal" font="default" size="100%">Costin   Pribeanu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAIN DRIVERS OF CHATGPT ADOPTION BY ROMANIAN COMPUTER SCIENCE STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">AI tools</style></keyword><keyword><style  face="normal" font="default" size="100%">ChatGPT</style></keyword><keyword><style  face="normal" font="default" size="100%">computer science</style></keyword><keyword><style  face="normal" font="default" size="100%">TAM</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/457-1789647910.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The use of artificial intelligence technologies in education has huge potential to improve teaching and learning by providing personalised learning experiences, on-demand academic support, and automated feedback. The emergence of generative artificial intelligence has introduced a new category of educational technology that is changing how students search for information, solve problems, and engage with course materials. This transformation is especially relevant for computer science students, who can benefit from using AI tools not only for learning but also for programming. The purpose of this research was to investigate the main drivers influencing the adoption of the ChatGPT tool among Romanian students enrolled in a computer science educational program. An extended technology acceptance model (TAM) that includes output quality and perceived impact as external variables has been specified and tested with a sample of 165 university students. The results show that perceived enjoyment and perceived usefulness have the strongest direct influence on the behavioural intention to use ChatGPT. The influence of perceived ease of use on perceived usefulness and behavioural intention was not significant, suggesting that it is not a relevant variable for computer science students. Another finding is that taking into consideration indirect effects, perceived impact of AI tools on education and future professions, and perceived enjoyment emerge as equally important for the adoption of ChatGPT.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">646-661</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrea   C. Burrows</style></author><author><style face="normal" font="default" size="100%">Mike   Borowczak</style></author><author><style face="normal" font="default" size="100%">Timothy   F. Slater</style></author><author><style face="normal" font="default" size="100%">J. Chris   Haynes</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING COMPUTER SCIENCE &amp; ENGINEERING THROUGH ROBOTICS: SCIENCE &amp; ART FORM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer science</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering</style></keyword><keyword><style  face="normal" font="default" size="100%">robotics and teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728810.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">47</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Is the field of computer science and engineering a strict discipline or an art form? The answer is both. Computer science and engineering concepts are typically found almost exclusively in collegiate engineering and technology programs. Given its importance across the 21st Century workforce, arguably these concepts should be taught at all pre-collegiate grade levels. This study, specifically focused on pre-collegiate teachers’ increased confidence and subsequent use of robotics, indicates that designed professional development (PD) focused on simple computer programming approaches (e.g. LEGO MindStorm® kits) can propel pre-collegiate teachers to integrate new, challenging computer controlled robotics into their instruction. Surveys, content knowledge quizzes, and artifacts show teachers readily developed sufficient confidence and knowledge in producing lessons embedded with computer programming and robotics. Targeted classroom-ready instruction and modifiable computer programs appear to enhance pre-collegiate teacher knowledge of and confidence in robotics use. Considering overall self-rankings and content, pre-collegiate teacher pre-post scores increased. With these results, the authors argue why approaching computer science as both a strict science and art form is essential in PD.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-15</style></section></record></records></xml>