An Examination of Artificial Intelligence Anxiety and Artificial Intelligence Usage Among Fine Arts Faculty Students

Abstract

This research aims to examine the relationship between the anxiety levels of fine arts faculty students regarding artificial intelligence technologies and their use of these technologies. A quantitative research method was adopted, employing a descriptive and correlational survey model. The study group consisted of 213 fine arts faculty students (163 women, 50 men) selected using purposive sampling. Participants were divided into first-year (n=54), second-year (n=42), third-year (n=59), and fourth-year (n=58) students. Data were collected online via a questionnaire between November and December 2025 and analyzed using SPSS 27.00 software. The Artificial Intelligence Anxiety Scale and the Artificial Intelligence Tools Use Scale were used as data collection tools. The research findings revealed that students' artificial intelligence anxiety levels were moderate (M=2.83, SD=0.93), while their artificial intelligence use levels were high (M=3.62, SD=0.81). Significant differences were found in t-test analyses based on the gender variable. Female students had higher levels of AI anxiety compared to male students (p<0.05), while male students had higher levels of AI use than female students (p<0.05). ANOVA analyses based on the class level variable showed no significant difference in either AI anxiety or AI use (p>0.05). Simple regression analysis results showed no significant relationship between AI anxiety and AI use (β=0.074, p>0.05). This finding indicates that students' anxiety about AI technologies does not significantly predict their behavior in using these technologies. The research results show that gender differences should be considered in the integration process of AI technologies in fine arts education, and that female students, in particular, should be supported in their use of technology.