This study aims to validate the applicability of the technology acceptance model (TAM) in the context of using Chat GPT as an educational tool. TAM serves as the theoretical foundation for this research. To investigate the antecedents of technology acceptance, this study focused on three key attributes: information credibility, enjoyment, and responsiveness. The moderating effects of fun were explored as another objective. Data for the study were collected through Amazon Mechanical Turk, resulting in 465 valid responses for statistical analysis. The research hypotheses were tested using a structural equation model. To capture the moderating effect of fun, Hayes' Process Macro Model 1 was employed. The results indicate that fun and ease of use positively affect usefulness. Also, usefulness is positively associated with attitude. The usefulness of Chat GPT for learning is positively related to the intention to use. It is found that fun negatively moderates the relationship between information credibility and usefulness as well as attitude and intention to use. This study provides insights for program developers, offering a clearer understanding of the market for Chat GPT in educational settings.