An exploratory study of artificial intelligence adoption in higher education
Creators: name: Nagy, Adrian Szilard
name: Tumiwa, Johan Reineer
name: Arie, Fitty Valdi
name: Erdey, László
Publisher: name: Taylor & Francis
Year: 2024
Subjects: subject: Neuroscience
subject: Sociology
subject: FOS: Sociology
subject: Biological Sciences not elsewhere classified
subject: Science Policy

description: Higher education has seen substantial changes with the growing integration of computer-based intelligence technologies into the learning process. Nevertheless, the acceptance of computer-based intelligence in advanced educational settings is still faced with various difficulties, including perceived dangers, implementation assumptions, and exertion assumptions. This exploration plans to determine the relationship between risk policies, implementation assumptions, and effort assumptions with social expectations regarding the acceptance of computer-based intelligence innovations in advanced educational organizations in North Sulawesi, Indonesia. Moreover, this exploration also tests the role of social goals as a mediator variable connecting these elements. As a research method, a survey was conducted using a survey of students and academic staff from various universities in North Sulawesi with a sample size of 330 people with different educational backgrounds. The research results show that risk perception, performance expectations, and effort expectations have a large influence on behavioral intentions to adopt artificial intelligence (AI) in higher education. In addition, this study found that behavioral intention acts as a moderator that moderates the relationship between perceived risks, performance expectations; while effort expectations through behavioral intentions do not have a significant influence on AI adoption. These results provide valuable insights for higher education institutions in planning AI adoption strategies, with a focus on managing perceived risk, increasing performance expectations, and reducing effort expectations. In addition, this research also highlights the large role of recognizing behavioral intentions in the process of adopting AI technology in higher education, so that it can increase the effectiveness of its implementation. This research highlights the role of technological innovation, particularly artificial intelligence, in the context of higher education. The focus is on how colleges adopt these technologies and how individual behavioral intentions influence such adoption. This has broad implications and is relevant to the general public. Firstly, this research offers insights into how artificial intelligence can enhance students’ learning experience. With intelligent algorithms, learning systems can be tailored to individual needs, providing a more personalized and effective approach to learning. Secondly, the findings of this study also highlight the role of lecturers and academic staff in adopting this technology. By understanding the factors that influence their behavioral intentions, higher education institutions can develop better strategies to support the use of technology in the learning process. In addition, this research is relevant to society as it can open the door to improving the accessibility of higher education. With the right use of technology, quality education can be more accessible to everyone, regardless of geographical or economic boundaries. Overall, this research is not only about academic development, but also about creating a more inclusive, efficient, and innovative future of education for the general public.