Deciphering Academicians' Usage of Artificial Intelligence among Academicians in Higher Education Institutions

Abstract

Artificial intelligence (AI) has emerged as a transformative technology in higher education, holding immense significance for academicians. By harnessing the power of AI, researchers are empowered with advanced capabilities for data analysis, trend prediction, and innovative insights. This study aims to explore the direct correlation between attitude, perceived usefulness, perceived ease of use, and perceived behavioral control with intention and the subsequent usage of AI in the academic setting. The research model integrates three independent variables: attitude, perceived usefulness, perceived ease of use, and perceived behavioral control, with intention acting as a mediator and usage as the dependent variable. Primary data were collected through a well-structured survey questionnaire, which was thoughtfully adopted and adapted from previous studies. The study diligently analyzed 362 clean datasets using the structural equation modeling technique, which is well-suited for assessing complex relationships among variables. In the initial stages of analysis, the measurement model's convergent validity was evaluated by assessing construct reliability and validity. Subsequently, the discriminant validity was assessed and confirmed through cross-loading and Hetrotrait-Monotrait (HTMT) ratios, ensuring that each construct is distinct