A multidimensional study of AI adoption among University students in teacher education programs

Abstract

Abstract The purpose of this study is to determine the factors that affect students' successful and efficient usage of AI in Austrian teacher education programs. To achieve this, a multi-perspective approach was used, combining MAILS, ISS, and TAM3 frameworks. To evaluate the research model, CB-SEM was employed to analyze data collected from 254 students. The results showed that performance outcomes of AI use positively influence perceived ease of AI use, perceived usefulness of AI, and practical application of AI, but not AI attitudes and students’ satisfaction with AI. Although AI ethics does not affect perceived ease of AI use and AI usefulness, it positively influences practical application of AI. Technological complexity of AI negatively impacts perceived ease of AI use, but its influence on perceived usefulness of AI, AI attitudes, AI satisfaction, and AI practical application is insignificant. While both perceived usefulness of AI and ease of AI use positively influence AI attitudes and AI satisfaction, perceived ease of AI use does not influence AI satisfaction. Interestingly, AI attitudes and AI perceived usefulness positively influence AI satisfaction, but AI attitudes do not affect AI practical application. Finally, students’ satisfaction with AI positively influences AI practical application. The results may help educational policymakers develop and implement necessary policies and guidelines for AI training and use, as well as provide essential resources and technical support. Furthermore, these findings may enhance the design and functionality of AI-powered technologies and support educators and students in improving the quality and effectiveness of AI utilization.

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