Investigating the relationships between university students' generative AI attititude, generative AI acceptance, transactional distance, engagement and motivation

Abstract

Students need to adopt artificial intelligence (AI) technologies and cultivate positive attitudes to realize their potential fully. This study examines the relationships between university students' attitudes toward generative AI, AI acceptance, their perceptions of transactional distance, student engagement, and course motivation in generative AI-supported learning environments. Using structural equation modelling, this study analyzes data from university students in AI-supported courses to examine how engagement, motivation, and transactional distance influence generative AI acceptance and attitudes. The findings of the study show that student engagement and course motivation positively influence students' perceptions of transactional distance, and these factors significantly shape students' acceptance and attitudes towards generative AI. This study provides valuable information for educators and policymakers developing strategies to increase the effective use of AI technologies. The acceptance of AI and the development of positive attitudes towards AI can contribute to higher academic achievements by improving students' learning experiences.