Colombari, RuggeroMarimon, FredericMas-Machuca, Marta2025-10-072025-10-072025-06-309788413963129https://riunet.upv.es/handle/10251/227690[EN] This study investigates how ChatGPT is perceived and utilized by university students who use it for academic writing, summarizing and brainstorming.  It examines what drives satisfaction beyond usage frequency and ease of use, focusing on three core functional capabilities: quality of information, learning facilitation, and human language interaction. Structural modeling techniques applied to survey data reveal that student satisfaction is shaped by how these capabilities are experienced, along with perceptions of clarity and usability. The results highlight that educational impact depends not only on access to technology but also on how well AI tools align with students’ academic needs and expectations. The study concludes with practical recommendations for educators and institutions seeking to integrate generative AI effectively in higher education.5Reconocimiento - No comercial - Compartir igual (by-nc-sa)ChatGPTGenerative AIHigher educationFunctional capabilitiesStudent satisfactionAI in educationComunicación en congreso10.4995/HEAd25.2025.19833Abierto