Examining Acceptance and Use of AI-powered Adaptive Learning Systems Among Higher Education Instructors—Bridging Digital Gap

Abstract

This study explores the acceptance and use of artificial-intelligence-powered adaptive learning systems among higher education instructors, utilising the technology adoption decision and use framework and the unified theory of acceptance and use of technology. A survey of 150 instructors was analysed using partial least squares structural equation modelling. The model explained 62.9% of the variance in behavioural intention (R2 =.629, Q2 =.542, f2 =.526) and 4.1% in user behaviour (R2 =.041, Q2 =.001, f2 =.030). Performance expectancy (β =.679, p