Factors of Artificial Intelligence (AI) Technology Acceptance Influencing Usage Intentions Among Students at Chiang Rai Rajabhat University
Keywords:
Technology acceptance, Artificial Intelligence (AI), Technology Acceptance Model (TAM), Behavioral intentionAbstract
This research aimed to (1) to examine the levels of perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use artificial intelligence (AI) technology among students at Chiang Rai Rajabhat University (2) to investigate the relationships between perceived ease of use, perceived usefulness, and attitude toward use and the behavioral intention to use AI technology and (3) to analyze the influence of perceived ease of use, perceived usefulness, and attitude toward use on the behavioral intention to use AI technology among students at Chiang Rai Rajabhat University. A quantitative research design was employed using an online questionnaire as the main instrument. The sample consisted of 400 undergraduate students. The data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis.
The results revealed that students demonstrated highly positive perceptions and attitudes toward AI technology. The most commonly used AI tools were ChatGPT (86.75%), Canva (85.25%), and Google Gemini (56.0%). The overall mean scores indicated high to very high levels of perceived usefulness (M = 4.27), attitude toward use (M = 4.20), behavioral intention (M = 4.17), and perceived ease of use (M = 4.01). The correlation analysis showed that all variables were positively and significantly related at the .01 level, with the strongest relationship found between attitude and behavioral intention (r = .673).
The multiple regression analysis indicated that perceived ease of use, perceived usefulness, and attitude toward use had significant positive effects on behavioral intention (R² = 0.766, p < .001). The most influential predictor was attitude toward use (β = .531,p < .001), followed by perceived usefulness (β = .191, p < .001) and perceived ease of use (β = .178, p < .001). These findings highlight that a positive attitude plays a crucial role in motivating students to adopt AI technology. The results provide valuable implications for curriculum development, instructional innovation, and strategic policies to promote sustainable AI integration in higher education institutions.
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ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารบัญชีปริทัศน์ มหาวิทยาลัยราชภัฏเชียงราย ถือเป็นกรรมสิทธิ์ของมหาวิทยาลัยราชภัฏเชียงราย ไม่อนุญาตให้นำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำ เว้นเสียแต่ว่าจะได้รับอนุญาตจากมหาวิทยาลัยราชภัฏเชียงราย เป็นลายลักษณ์อักษร
