抄録
The widespread application of artificial intelligence technologies in higher education is profoundly reshaping traditional teaching models and learning modes, and investigating college students’ acceptance of artificial intelligence tools and the associated mechanisms underlying their learning behavior responses is of substantial theoretical and practical significance for advancing the digital transformation of higher education. This study aims to elucidate the mechanisms through which the adoption of artificial intelligence tools influences college students’ learning engagement and learning outcomes. Grounded in the technology acceptance model, a conceptual framework incorporating perceived usefulness, perceived ease of use, learning engagement, and learning outcomes was constructed. Questionnaire survey data were collected from 812 undergraduate students across three universities, and empirical analyses were conducted using reliability tests, exploratory factor analysis, and hierarchical regression analysis. The results indicate that both perceived usefulness and perceived ease of use exert significant positive effects on learning engagement, and that learning engagement mediates the relationships between perceived usefulness, perceived ease of use, and learning outcomes. In addition, significant differences were observed in artificial intelligence tool usage behaviors across students from different disciplinary backgrounds and academic years. These findings suggest that enhancing students’ perceptions of the usefulness and ease of use of artificial intelligence tools constitutes a critical pathway for strengthening learning engagement and improving learning outcomes.
