Validating the Adoption of AI-Assisted Blended Learning Through the TAM Analysis of Students’ Perceptions and Behavioral Intentions

DOI

10.2991/978-94-6463-750-2_35How to use a DOI?

Keywords

AI-Assisted; Blended Learning; TAM

Abstract

This study investigates AI-assisted blended learning among 418 university students in Shandong, China, using the TAM as a theoretical framework. By employing partial least squares structural equation modeling (PLS-SEM), the quantitative analysis reveals that learning attitude (LA) significantly mediates the formation of behavioral intentions (BI). Perceived usefulness (PU) not only exerts a direct positive influence on BI but also has a more substantial indirect effect through LA, underscoring its critical role in fostering acceptance. Perceived ease of use (PEU) has a relatively weaker indirect impact on BI via LA; it highlights the importance of system usability as a foundational factor. The strong effect of PU on LA aligns with TAM’s emphasis on utility rather than PEU, indicating that students prioritize educational value when forming attitudes. The study extends TAM by identifying context-specific mediation pathways within AI-assisted education, providing theoretical insights into how cognitive perceptions influence adoption behaviors. Educators and AI developers should emphasize the practical advantages of AI tools while cultivating positive learning attitudes to enhance student engagement. This study contributes to the ongoing discussion on integrating technology in higher education and advocates for longitudinal studies.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Hongyan Zhao
AU  - Jirui Dong
PY  - 2025
DA  - 2025/06/15
TI  - Validating the Adoption of AI-Assisted Blended Learning Through the TAM Analysis of Students’ Perceptions and Behavioral Intentions
BT  - Proceedings of the 2025 4th International Conference on Educational Innovation and Multimedia Technology (EIMT 2025)
PB  - Atlantis Press
SP  - 358
EP  - 364
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-750-2_35
DO  - 10.2991/978-94-6463-750-2_35
ID  - Zhao2025
ER  -