Conversational AI tools have been rapidly adopted by students and are becoming part of their learning routines. This widespread use comes amid ongoing concerns about the reliability of AI-generated responses and the appropriate role of AI in education. Drawing on the Technology Acceptance Model, we examine how students' perceptions of conversational AI, including its usefulness, ease of use, trustworthiness, enjoyment, and social influence, relate to their intentions to use these tools for learning. We investigate both the direct and indirect relationships among these perceptions to understand how they are associated with students' behavioral intentions. Using survey data from 229 students and partial least squares structural equation modeling, we found that perceived usefulness was the strongest direct predictor of intention, followed by perceived enjoyment. Perceived ease of use, trust, and subjective norms did not have significant direct associations with intention. However, trust and subjective norms had significant total indirect associations, while perceived enjoyment had both significant direct and indirect associations. The model explained 70.2% of the variance in behavioral intention. These findings suggest that students' intentions to use conversational AI are associated less directly with effort-related considerations and more with perceived usefulness and affective experience. They also highlight the importance of understanding what students perceive as valuable in conversational AI interactions, particularly when designing tools intended to encourage engagement while supporting learning.

翻译：暂无翻译