Enhancing Perceived Satisfaction with Generative AI Tools: The Role of AI Literacy, Information Quality, and Self-Directed Learning Ability

Abstract

This paper examines the impact AI literacy on perceived satisfaction with GenAI tools of undergraduates from non-state universities and higher education institutes (HEIs) in Sri Lanka through the mediators of perceived information quality and self-directed learning ability. A cross-sectional survey was designed and 301 valid responses were gathered using Google forms. Data were analysed using SPSS 26 and PROCESS Macro. Findings revealed that AI literacy positively and significantly predict students' perceived satisfaction with GenAI tools. Both perceived information quality and selfdirected learning ability partially mediated the relationship in parallel, while a serial mediation was discovered. Theoretically, the study advances information system success and technology adoption literature by presenting how AI literacy fashions user satisfaction with GenAI via perceived information quality and learner autonomy whilst contributing insights into more holistic AI-empowered learning environments. Practically, the findings underscore the dire need for the IT industry and HEIs join forces in entrenching AI literacy modules, as means of improving information evaluation frameworks, and designing AI-empowered learning platforms that nurture self-directed learning abilities. These initiatives can improve students' readiness to work in AI-driven workplaces whilst facilitating embracing digital transformation more enthusiastically and use GenAI optimally in both academic and professional settings.

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