Volume 8,Issue 9
Acceptance of Artificial Intelligence-Assisted Chinese Learning Among International Students in China: A Study Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)
Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates the acceptance of artificial intelligence-assisted Chinese learning among 310 international students in China and constructs a theoretical model that influences their behavioral intention to adopt such learning approaches. The theoretical model encompasses four core variables: performance expectancy, effort expectancy, social influence, and facilitating conditions. The results reveal that: (1) Performance expectancy and facilitating conditions exert a significantly positive effect on behavioral intention; (2) Effort expectancy has a negative impact on behavioral intention; (3) Social influence shows no significant effect. The findings provide valuable implications for teachers and developers of artificial intelligence-assisted Chinese learning technologies. To better promote the application of artificial intelligence in learning scenarios, this study proposes four optimization strategies: enhancing the practicality and efficiency of AI learning tools, reducing users’ learning costs and optimizing interactive design, strengthening the positive guidance of social norms and cultural context, and perfecting relevant technical support and supporting infrastructure.
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