This study explores the factors influencing Norwegian university students' acceptance and use of ChatGPT, using the Unified Theory of Acceptance and Use of Technology (UTAUT2) model. The research analyzed responses from 104 students using partial least squares structural equation modeling. Key findings indicate that Performance Expectancy and Habit are the most significant predictors of Behavioral intention to use ChatGPT. Performance Expectancy, which refers to students' belief in ChatGPT's ability to enhance academic performance, had the strongest impact on Behavioral intention. Habit, reflecting the regular use of ChatGPT, also significantly influenced Behavioral intention. While Effort Expectancy, Social Influence, and Hedonic Motivation were considered in the model, they did not significantly affect Behavioral intention. Facilitating Conditions and Use Behavior were also examined, but they did not significantly predict User behavior. The study also found that Gender, Age, and Experience did not significantly moderate the relationships between predictors and outcomes. These findings contribute to understanding how ChatGPT can be effectively integrated into educational contexts. The results suggest that students' expectations of ChatGPT's academic benefits and their regular use are critical factors in its acceptance and use. The study highlights the importance of Performance Expectancy and Habit in shaping students' intentions to use ChatGPT, while indicating that other factors such as ease of use or social influence have less impact. The findings also suggest that the rapid adoption of ChatGPT may have shifted students' focus from novelty to its practical benefits for academic performance. The study underscores the need for further research into the factors influencing AI technology acceptance and use, particularly in diverse cultural contexts. The results emphasize the importance of understanding the unique characteristics of different student populations and the role of cultural and educational environments in shaping technology acceptance. The study also acknowledges limitations, including the relatively small sample size and the potential influence of cultural differences on the results. Overall, the study provides valuable insights into the factors influencing the acceptance and use of ChatGPT among university students, highlighting the importance of Performance Expectancy and Habit in shaping students' intentions to use this AI tool.This study explores the factors influencing Norwegian university students' acceptance and use of ChatGPT, using the Unified Theory of Acceptance and Use of Technology (UTAUT2) model. The research analyzed responses from 104 students using partial least squares structural equation modeling. Key findings indicate that Performance Expectancy and Habit are the most significant predictors of Behavioral intention to use ChatGPT. Performance Expectancy, which refers to students' belief in ChatGPT's ability to enhance academic performance, had the strongest impact on Behavioral intention. Habit, reflecting the regular use of ChatGPT, also significantly influenced Behavioral intention. While Effort Expectancy, Social Influence, and Hedonic Motivation were considered in the model, they did not significantly affect Behavioral intention. Facilitating Conditions and Use Behavior were also examined, but they did not significantly predict User behavior. The study also found that Gender, Age, and Experience did not significantly moderate the relationships between predictors and outcomes. These findings contribute to understanding how ChatGPT can be effectively integrated into educational contexts. The results suggest that students' expectations of ChatGPT's academic benefits and their regular use are critical factors in its acceptance and use. The study highlights the importance of Performance Expectancy and Habit in shaping students' intentions to use ChatGPT, while indicating that other factors such as ease of use or social influence have less impact. The findings also suggest that the rapid adoption of ChatGPT may have shifted students' focus from novelty to its practical benefits for academic performance. The study underscores the need for further research into the factors influencing AI technology acceptance and use, particularly in diverse cultural contexts. The results emphasize the importance of understanding the unique characteristics of different student populations and the role of cultural and educational environments in shaping technology acceptance. The study also acknowledges limitations, including the relatively small sample size and the potential influence of cultural differences on the results. Overall, the study provides valuable insights into the factors influencing the acceptance and use of ChatGPT among university students, highlighting the importance of Performance Expectancy and Habit in shaping students' intentions to use this AI tool.