Understanding the Factors Influencing Higher Education Students’ Intention to Adopt Artificial Intelligence-Based Robots

Abstract

Although there has been some progress, the integration of artificial intelligence into higher education remains far from sufficient. The demand for teachers will persist for some time; however, with the introduction of AI-based robots into classrooms, the role of teachers has reduced to a minimum. The purpose of the current study was to evaluate Chinese higher education students' intentions to adopt AI-based robots for educational purposes. Based on the TAM3 model, the current study proposes 14 hypotheses to evaluate students' intention to adopt AI-based robots in education. The students' data were collected and analyzed using PLS-SEM. The study findings revealed that 12 hypotheses were accepted and two were rejected. The results indicate that students are willing to accept AI-based robots in their education. However, the findings revealed an insignificant influence of job relevance and robot anxiety on perceived usefulness and ease of use, respectively. The findings of this study will provide insight into university administrations regarding the significance of AI-based robots in education. Moreover, the findings will help robot developers, policy makers, and university administrators design and implement AI-based robots that fulfill contemporary education needs.

The Impact of Artificial Intelligence Tools on Academic Writing Instruction in Higher Education: A Systematic Review

“…Instead, a more balanced approach may involve strategically integrating AI assistants as supplementary tools to enhance certain aspects of the writing process while maintaining a strong emphasis on human instruction and guidance (An et al, 2023;Lin et al, 2022;Wongras & Tanantong, 2023;Wu et al, 2022). Ultimately, the role of AI in academic writing instruction may continue to evolve, but human instructors and their expertise in teaching the complexities of academic discourse are likely to remain essential components of university-level writing education (Algerafi et al, 2023;Cheong et al, 2023;Teng et al, 2022;Wilby, 2022). Subsequent sections further discuss the findings in light of the research questions and theoretical framework.…”

“…Ensuring a thorough and practical approach to academic writing education involves striking a balance between the advantages of AI and the fundamental abilities developed in traditional writing courses (Ali et al, 2020;Sajjad et al, 2023;Makarius et al, 2020). However, researchers observed that overreliance might result in a deterioration of students' cognitive abilities related to analytical reasoning and a diminishment of the individual's originality in written expression (Algerafi et al, 2023;Berssanette & de Francisco, 2022;Lin et al, 2022;Salvagno et al, 2023). For example, AI tools may have limited understanding of subject matter expertise, which can result in potential mistakes or a lack of thorough analysis (Dong, 2023;Nazari et al, 2021;.…”

“…Arab World English Journal www.awej.org ISSN: 2229-9327 37 Second, potential benefits of AI tools include enhanced efficiency and automation (Algerafi et al, 2023;Ali et al, 2020;Sajjad et al, 2023), access to instant feedback (Almaiah et al, 2022;An et al, 2023), and accessibility of writing support for a broader spectrum of students (Gayed et al, 2022;Kim et al, 2022;Makarius et al, 2020). Third, possible limitations of AI writing tools include reduced critical thinking and analysis (Lin et al, 2022;Salvagno et al, 2023;Utami et al, 2023), reduced originality and creativity among students (Livberber & Ayvaz, 2023;Makarius et al, 2020), and ethical violations like plagiarism (Almaiah et al, 2022;An et al, 2023;Lee et al, 2023).…”

“…Certain aspects of the writing process, including grammar and style checks, can be automated by AI tools, enabling students to detect and rectify errors more efficiently. Algerafi et al, 2023;Ali et al, 2020;Sajjad et al, 2023 Instant Feedback AI can deliver prompt feedback on writing assignments, enabling students to promptly identify and rectify their errors.…”

“…TAM focuses on users' perceptions and attitudes towards technology adoption. Scholars hold that if students find AI tools easy to use and valuable in their academic tasks, they are more likely to integrate them into their educational programs (Algerafi et al, 2023;Almaiah et al, 2022;Kim & Kim, 2022). Scholars also explain that subjective norms are due to perceived social pressure from friends and peers to inform students of the use of AI in their research process (Ali, 2020;Chocarro et al, 2023;Davis et al, 1989;Zhai & Ma, 2022).…”