Artificial intelligence on students satisfaction in higher education: The role of positive attitude, continuous use intention, and perceived usefulness

Abstract

Artificial intelligence (AI) has emerged as a key tool in higher education, transforming the way students engage with knowledge. This study aims to analyze how positive attitude, intention of continuous use, and perceived usefulness of AI influence undergraduate student satisfaction. A quantitative, correlational methodology was employed, using a non-experimental cross-sectional design. Data were collected from 201 students through validated questionnaires at a private university in Arequipa, Peru. Partial least squares structural equation modeling (PLS-SEM) was used for data analysis, allowing the identification of relationships among study variables.

The findings reveal that a positive attitude toward AI significantly influences the intention of continuous use (β = 0.444, p < 0.001), although no direct effect on satisfaction was observed (β = 0.038, p = 0.542). Conversely, the intention of continuous use is positively associated with satisfaction (β = 0.365, p < 0.001), suggesting that students who are more inclined to use AI experience higher levels of satisfaction. Additionally, the perceived usefulness of AI plays a fundamental role in shaping positive attitudes (β = 0.580, p < 0.001) and fostering the intention of continuous use (β = 0.274, p < 0.001), while also contributing significantly to satisfaction (β = 0.545, p < 0.001).

These results highlight the importance of fostering a favorable perception of AI’s usefulness to enhance both students' intention of use and their overall satisfaction with this technology.