Factors Influencing University Students' AI Use and Knowledge Acquisition

Despite the growing emphasis on artificial intelligence (AI) education, there is relatively little research on the motivational factors that influence students' intention regarding AI knowledge acquisition and the utilization of AI applications. Understanding these factors helps educators and researchers to develop appropriate interventions to promote AI education. Guided by expectancy‐value theory and theory of planned behavior, we examined how university students' beliefs influenced their motivation to learn about and engage with AI technologies. Our findings demonstrated the significant role of expectancy‐value beliefs in shaping students' behavioral intention. Additionally, we identified gender differences, which can inform educators in designing gender‐specific interventions to enhance female students' motivation in AI learning.