Integration of TAM and ISSM into Student Satisfaction with AI Learning Intervention: Empirical Evidence from Islamic Studies

Abstract

This study integrates TAM and ISSM to explain student satisfaction with AI learning intervention. Such integration relates the typical ISSM success factors of information quality, system quality, and service quality to the endogenous variable of student satisfaction via the mitigating mechanism of the TAM variable of perceived usefulness. The study employs a sample of 258 students at the college of Arabic language at the Islamic university of Medina where an optional AI-powered Quran and Hadith reader head (Maqraa) is adopted. Maqraa underscores features of personalized learning and intelligent tutoring systems by allowing students to pace their own learning by tapping into a wide variety of reading styles and a multitude of dialects. The study results show that the impact of information quality, system quality, and service quality on student satisfaction with Maqraa is positive and strongly significant. The study further shows that whereas perceived usefulness strongly influences student satisfaction, such perception is significantly driven by information quality, system quality, and service quality. The results thus suggest that perceived usefulness tends to strongly mediate the impact of information quality, system quality, and service quality on student satisfaction. The results reported in this study, however, establish full mediation for service quality, and fall short of the full mediation criterion for information quality and system quality.