AI-ASSISTED LEARNING AMONG COLLEGE STUDENTS: THE MEDIATING ROLE OF ATTITUDES IN STUDENTS’ RESEARCH SKILL ACQUISITION

Abstract

As generative artificial intelligence (AI) becomes increasingly integrated into higher education, understanding how students perceive and engage with AI tools has become essential for evaluating their impact on academic development. This study investigates the relationships among perceived ease of use, perceived usefulness, AI-assisted learning, attitudes toward AI, and research skill acquisition, with a focus on the mediating role of attitudes. Drawing on the Technology Acceptance Model, a structural equation model was tested using survey data from 386 university students. The results show that attitudes significantly mediate the effects of all three predictors on research skill acquisition. These findings highlight attitudes as a pivotal mechanism shaping how students benefit from AI-assisted learning environments. The study offers theoretical insights into the cognitive–affective processes underlying AI adoption and provides practical implications for educational technology development and higher-education governance, emphasizing the importance of designing AI systems and institutional strategies that foster positive learner attitudes and responsible engagement.