Predicting perceived learning effectiveness from generative artificial intelligence in higher education: a hierarchical regression analysis of psychological, behavioral, and cognitive factors.
Aug 2026· Cognitive Processing· 0 citations· 43 references
Medicine
TL;DR
Overall, the findings suggest that students' perceived learning effectiveness from GenAI is associated with psychological readiness, behavioral usage patterns, and perceived cognitive engagement, while contextual control variables exhibit comparatively limited explanatory power.
This study investigates the determinants of generative artificial intelligence (GenAI) adoption in higher education through a modified Theory of Planned Behavior (TPB) framework. Focusing on tertiary-level students, the model highlights attitude and trust as primary predictors of behavioral intention, excluding subject...
Enrico C. Mendoza, Jose Roberto Del Rosario· International Review of Mana...· 0 citations
Artificial Intelligence (AI)-supported education is increasingly transforming higher education by providing personalized learning, immediate academic assistance, and flexible access to educational resources; however, its psychological implications for students remain an important area of investigation. The present stud...
Agha Fakhar Imam, Rimsha Arif, Farzana Saeed et al.· Journal of Global Social Tra...· 2 citations
Artificial intelligence is becoming deeply embedded in higher education, yet how the characteristics of AI-based e-learning systems relate to students’ perceived learning effectiveness and satisfaction remains insufficiently understood. This study examines the relationships of AI Functionality Compatibility, AI Instruc...
Jia-Yuan Guo, Jiu-Yang Ren, Zhao-Lin Lu et al.· Systems· 0 citations
The findings indicate that teachers' adoption decisions are jointly driven by instrumental value and institutional provisioning, and that generalized technology anxiety is not, in itself, a barrier among teachers who already have practical exposure to GenAI.
The findings suggest that epistemic awareness is associated with students’ perceptions of task functionality, and that task functionality is associated with the reported frequency of artificial intelligence use in higher education.
Ángel Ramón Sabando-García, Darwin Maccoll Primero Llacsaguache-Calle, W. R. Villota-Oyarvide et al.· Frontiers in Education· 0 citations
Examination of education students’ self-efficacy and attitudes influence their trust in AI highlights that students’ trust in AI is shaped by their attitudes and reinforced by their confidence in using it, and is most effective as a supportive tool when paired with critical thinking and responsible use.
