The primary aim of this study was to examine how various factors influence university students' intention to use ChatGPT for educational purposes and to analyze the structural relationships between these factors. Specifically, the study investigated Social Mood and Self-Efficacy as exogenous variables, while considering Confirmation, Task Technology Fit, and Satisfaction as mediating variables, and Intention to Use as the dependent variable. Data were collected from 261 students at two universities in the Seoul metropolitan area of South Korea, and structural equation modeling was employed to analyze the impact of each variable on the Intention to Use and the interrelationships among the variables. The study found that ChatGPT partially meets the educational expectations of Korean university students. It was observed that Confirmation, which is influenced by Social Mood and Self-Efficacy, significantly affects the intention to use ChatGPT. Additionally, Satisfaction has a direct and significant influence on students' intention to use ChatGPT, indicating that the level of satisfaction with ChatGPT plays a crucial role in their continued usage. Moreover, Social Mood and Self-Efficacy were found to indirectly influence the intention to use ChatGPT through mediators such as Confirmation, Task Technology Fit, and Satisfaction. These findings highlight the complex interplay between these variables and their impact on students' usage of ChatGPT, providing valuable insights into the factors that drive its educational use. 

Keywords : ChatGPT, South Korea, University student, Intention to Use