From Usefulness to Trust: How AI Shapes Learning Attitudes in Higher Education

Abstract

This study also investigates the moderating role of artificial intelligence satisfaction and the mediation role of perceived trust in the relationship. The total sample in this study consisted of 145 respondents who were analysed using partial least squares structural equation modeling (PLS-SEM) and bootstrapping procedures with the help of the SmartPLS version 4 application. The results of the analysis show that perceived usefulness does not have a positive and significant relationship with learning attitudes. Contrarily, perceived trust and artificial intelligence satisfaction have a positive and significant relationship with learning attitudes. The next expression, perceived usefulness has a positive and significant effect on perceived trust. Then, in indirect testing, perceived trust successfully functions as a mediator in the relationship between perceived usefulness and learning attitudes, but not with artificial intelligence satisfaction which acts as a weakening factor in the relationship between perceived usefulness and learning attitudes.