2026· International journal of research and innovation in social science· Vol 10, pp. 11156-11162· 0 citations
TL;DR
The proposed framework suggests that students who perceive AI tools as useful and beneficial are more likely to develop positive attitudes toward their use, and students who perceive AI tools as useful and beneficial are more likely to develop positive attitudes toward their use.
Abstract
Artificial Intelligence (AI) technologies are increasingly transforming higher education by providing innovative tools that support students in learning, academic writing, and information processing. Despite the rapid adoption of generative AI tools such as ChatGPT, Grammarly, and QuillBot, the factors influencing undergraduate students’ intention to use these tools for learning remain insufficiently understood. This study aims to examine the determinants of students’ intention to use AI tools based on the Theory of Planned Behaviour (TPB). Specifically, the study investigates the influence of attitude, subjective norms, and perceived behavioural control on students’ behavioural intention to adopt AI technologies in academic contexts. This study adopts a quantitative approach, where data will be collected from approximately 300 undergraduate students from Universiti Teknologi MARA (UiTM), Malaysia, using a structured questionnaire. The measurement items are adapted from established literature and assessed using a five-point Likert scale. The collected data will be analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) through SPSS and SmartPLS software. The proposed framework suggests that students who perceive AI tools as useful and beneficial are more likely to develop positive attitudes toward their use. In addition, social influences from lecturers, peers, and institutions are expected to shape students’ perceptions and acceptance of AI tools. Furthermore, students’ confidence in their digital skills and access to technological resources may enhance their perceived behavioural control, which in turn strengthens their intention to use AI tools. This study contributes to the growing body of knowledge on AI adoption in higher education by applying TPB in the context of generative AI tools. The findings are expected to provide practical insights for universities in developing policies, training programs, and ethical guidelines to promote responsible and effective use of AI in academic learning environments.
This study builds on the technology acceptance model (TAM) by proposing authentic learning and prompt engineering competence (PEC) as precursors of perceived usefulness (PU), perceived ease of use (PEU), and behavioral intention (BI) to use AI tools.
S. Alshammari, Mohammed Habib Alshammari· Electronic Journal of e-Lear...· 0 citations
Artificial intelligence (AI) educational tools are increasingly incorporated into higher education, making students’ awareness, attitudes, satisfaction and continued-use intentions important for understanding their educational adoption. This study examined these dimensions among students at Government College Madappally, Kerala. A descriptive research design was adopted, and primary data were collected from 185 students through a structured questionnaire using stratified sampling. Frequencies, percentages and weighted mean scores were used for descriptive analysis. One-way ANOVA assessed differences in awareness across Commerce, Science and Arts streams, while independent-samples t-tests examined gender differences in attitude and satisfaction. Students demonstrated high awareness of AI educational tools, with an overall mean awareness score of 3.94, and awareness of AI mistakes and limitations also remained high at 3.70. Attitudes were positive, with the highest mean score recorded for the statement that AI makes the learning process easier (4.07). Satisfaction was high for accuracy and effectiveness (4.04) and for feedback and guidance (3.90). Seventy-one per cent of respondents agreed or strongly agreed that they intended to continue using AI tools for their studies. Awareness differed significantly across academic courses (F = 8.07, p = 0.000438), whereas gender differences in attitude (p = 0.17) and satisfaction (p = 0.14) were not statistically significant. The findings indicate positive student acceptance alongside persistent technical and feedback-related challenges, highlighting the importance of AI literacy, responsible use and institutional support.
M. Praveen, C. Anwaya, T. Vineethan· Journal of global research i...· 0 citations
Artificial Intelligence (AI) has emerged as a transformative technological development in the field of education. AI-based tools such as ChatGPT, Google Gemini, Microsoft Copilot etc. are increasingly being used by students for learning, information seeking, understanding difficult concepts, generating ideas, writing assistance and other academic activities. Although AI can provide several educational benefits, its increasing use has also raised concerns related to academic integrity, overdependence on technology, misinformation, privacy, creativity, and the development of independent thinking. In this context, the present study was conducted to examine the attitude of undergraduate students towards the use of Artificial Intelligence in education and to compare their attitudes in terms of gender and academic discipline. The study employed a descriptive survey method. The sample consisted of 200 undergraduate students selected from 10 provincialized degree colleges of Kamrup District of Assam through a stratified random sampling technique. Data were collected using a self-constructed and standardized five-point Likert-type questionnaire. The findings revealed that undergraduate students had a positive attitude towards the use of Artificial Intelligence in education. Likewise, no statistically significant difference was found between male and female students in their attitude towards AI. However, a statistically significant difference was found between Arts and Science students with Science students demonstrating a more positive attitude than Arts students. The study highlights the need for promoting AI literacy and providing appropriate guidance to undergraduate students for the effective, ethical and responsible use of Artificial Intelligence in education.
Abinash Neog· International Journal For Mu...· 0 citations
The rapid adoption of generative artificial intelligence tools, particularly ChatGPT, is transforming teaching and learning in higher education. This study proposes an explainable artificial intelligence (XAI) framework that integrates the Unified Theory of Acceptance and Use of Technology (UTAUT2), machine learning, and explainability techniques to examine students’ intentions to use ChatGPT in academic contexts. Survey data were analyzed using Ordinary Least Squares regression, Random Forest, SHAP, Necessary Condition Analysis (NCA), Importance–Performance Map Analysis (IPMA), and K-Means clustering. The results indicate that Habit, Performance Expectancy, Hedonic Motivation, Social Influence, and Facilitating Conditions significantly influence behavioral intention, explaining 67.6% of the variance. Habit emerged as the strongest predictor, whereas Price Value had negligible influence. XAI analyses revealed that Effort Expectancy acts as a necessary condition for high adoption levels despite its limited direct effect. Four distinct student profiles were identified, highlighting heterogeneous patterns of AI integration and informing strategies for responsible and effective educational adoption. These findings provide evidence-based guidance for integrating AI literacy, responsible AI practices, and pedagogically meaningful ChatGPT use in higher education curricula.
The results show that AI self-efficacy, perceived usefulness, and relative advantage have significant positive effects on lecturers’ intention to use AI, and institutional support plays a pivotal moderating role, strengthening the relationship between intention to use AI and actual adoption behaviour.
A.M. Al-Darabseh, S. F. Padlee, Siti Nur et al.· Journal of Intelligent Decis...· 0 citations
This study explores teachers’ attitudes towards the adoption of ChatGPT as a learning technology, focusing on its potential benefits, limitations and implications for education and can assist policymakers, educators and technology developers in collaborating to implement practical and ethical AI-enabled tools like ChatGPT.
Latifa Alzahrani· International journal of res...· 0 citations
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