What makes university students accept generative artificial intelligence? A moderated mediation model

Abstract

Artificial Intelligence (AI) technology developments are increasing the importance of accepting and utilizing generative AI. Higher Education is one of the most common areas where AI tools are used. University students use AI tools such as ChatGPT for various purposes (e.g., homework and projects). However, there is limited research on the factors affecting university students' acceptance of AI. AI-related technology and literacy skills are effective in promoting the acceptance of new technologies. Additionally, attitude towards AI and AI self-efficacy can promote the acceptance of AI. Within this context, this study tested a hypothetical model to examine the relationships among university students' attitude towards AI, AI literacy, AI self-efficacy, AI learning anxiety, and AI acceptance. Data were collected from 356 participants (265 females) with a mean of 22.71 (SD = ± 3.72). Mediation and moderation analyses were used to examine the role of AI literacy, AI self-efficacy, and AI learning anxiety in the relationship between attitude towards AI and AI acceptance among Turkish university students. The research results showed that the relationship between attitude toward AI and acceptance of AI can be explained by AI literacy and AI self-efficacy. Moreover, AI learning anxiety can moderate the predictive role of students' attitudes towards AI on AI acceptance. The study broadens and enhances the educational AI literature related to the factors that complicate and facilitate AI acceptance.

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