An Examination of Factors Shaping Students’ Acceptance of Generative AI

Recognizing the proliferation of generative artificial intelligence (AI) technologies in facilitating student learning, this study seeks to explore the key drivers shaping students’ intention to use this technology. Grounded in the Stimulus–Organism–Response (S–O–R) framework, we develop an integrative conceptual model and employ PLS-SEM to analyze data collected from 370 tourism students. The article reveals that peer and family influence exert a profound influence on the formation of usage-related expectations and trust. Meanwhile, anthropomorphism serves as an antecedent in shaping perceived usefulness and trust. Trust and perceived ease of use function as organism variables and significantly influence students’ intention. Importantly, trust emerges as a key driver in forming students’ intention to use generative AI. These findings provide implications for academic institutions in formulating AI adoption strategies to enhance teaching and learning practices.