FACTORS INFLUENCING THE ACCEPTANCE OF AI-POWERED VIRTUAL CLASSROOMS IN HIGHER EDUCATION
DOI:
https://doi.org/10.55003/JIE.24211Keywords:
Virtual classroom, Artificial intelligence, Behavioral intention, UTAUT, trust in AIAbstract
This study investigated key factors influencing Thai higher education students’ acceptance of AI-powered virtual classrooms using the UTAUT model and four context-specific variables. Data were collected from 709 students through a validated questionnaire (Cronbach’s α = 0.922), and analyzed using Structural Equation Modeling. The model demonstrated excellent fit (CFI = 0.998, RMSEA = 0.048). The findings revealed that trust in AI showed the strongest and most statistically significant effect on students’ behavioral intention (p < .001), followed by immersion (p < .001) and interactivity (p < .01). These results suggest that students’ perceptions of system credibility and their feeling of being “present” in the learning environment are critical to sustained engagement. Interestingly, although facilitating conditions significantly influenced behavioral intention, their relationship with attitude toward AI-based learning was negative (p < .05), indicating that structural readiness alone may not foster positive perception. The study highlights the importance of designing virtual classrooms that prioritize emotional engagement and trustworthiness over technical availability. It also suggests that AI systems should be optimized for courses that require a high degree of interaction, such as languages, design, and programming. The results offer valuable insights for institutions and developers aiming to implement inclusive and sustainable AI-enhanced virtual learning environments in higher education.
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