Technology Acceptance Model in Artificial Intelligence in Education: A Meta-Analysis

While the Technology Acceptance Model (TAM) has been widely applied in AI in Education (AIEd) research, comprehensive evidence on TAM relationships and how cultural and non-cultural factors moderate them remains limited. To address this gap, this meta-analysis synthesizes 27 studies with over 12,000 participants. The results reveal that TAM relationships in AIEd exhibit large and significant positive correlations ( r > .5), following similar ordering patterns (e.g., PU → BI > PEU → PU > PEU → BI) as other domains, while being stronger than those reported in other educational domains. In moderating core TAM relationships, cultural dimensions exhibited striking patterns with Uncertainty Avoidance showing opposite effects compared to Power Distance, Individualism, and Masculinity; education level demonstrated consistent effects, while technology type and income level showed pathway-specific effects. These findings validate TAM relationships in AIEd and provide evidence-based guidance for stakeholders implementing AI in diverse educational contexts.