Exploring Factors Influencing Moroccan EFL Students’ Behavioral Intention to Use AI-Powered Tools in Academic Research Literature Review
TL;DR
The results revealed that performance expectancy, effort expectancy, hedonic motivation, and perceived ethics have a significant positive influence on behavioral intention, and social influence, facilitating conditions, AI tools self-efficacy, and price value had no significant influence on behavioral intention.
Abstract
This quantitative study aimed to explore the factors affecting the behavioral intention of Moroccan master’s and doctoral students to use AI-Powered tools in literature review. It contributes to the growing discussion on AI adoption in higher education by providing empirical evidence on the factors influencing students’ intentions to use AI-Powered tools in research. Using convenience sampling method, the study collected quantitative data through a validated online 5-point Likert scale questionnaire from 106 Master’s and doctoral students from various Moroccan universities. Multiple Linear Regression was conducted to examine the influence of the key constructs of the modified version of Unified Theory of Acceptance and Use of Technology, including effort expectancy, performance expectancy, social influence, facilitating conditions, hedonic motivation, and price value, in addition to AI tools self-efficacy and perceived ethics on students’ behavioral intention to use these AI-Powered tools. The results revealed that performance expectancy, effort expectancy, hedonic motivation, and perceived ethics have a significant positive influence on behavioral intention. Conversely, social influence, facilitating conditions, AI tools self-efficacy, and price value had no significant influence on behavioral intention. These findings inform higher education stakeholders and policymakers about the factors influencing AI-Powered tools adoption in research.