Ngôn ngữ sử dụng
Cách trích dẫn
Tải xuống
Tóm tắt
Objectives: To assess students’ perceptions and attitudes toward the use of artificial intelligence (AI) in learning and to analyze the associations of academic major, year of study, and academic performance with their perceptions and attitudes.
Methods: An analytical cross-sectional study was conducted among 462 students selected by stratified random sampling from March 1 to May 30, 2026. The questionnaire assessed perceived AI literacy, perceived ease of use, perceived usefulness, concerns/risks, calibrated trust, attitudes, and intention to continue using AI. Data were analyzed using SPSS 27.0, with chi-square/Fisher’s exact tests, odds ratios (ORs), 95% confidence intervals (CIs), and exact p-values.
Results: The mean scores for perceived AI literacy, perceived ease of use, and perceived usefulness were 3.89 ± 0.653, 3.88 ± 0.568, and 3.96 ± 0.585, respectively. The mean concerns/risks score was 3.77 ± 0.62, with the greatest concern being inaccurate medical information generated by AI. Calibrated trust, positive attitude, and intention to continue using AI had mean scores of 3.95 ± 0.633, 3.94 ± 0.630, and 3.88 ± 0.625, respectively. Year of study was significantly associated with attitude (p = 0.002), whereas academic major and academic performance were not.
Conclusion: Students generally had favorable perceptions and attitudes toward AI; however, prompting skills, information verification, academic integrity, and data privacy need to be strengthened. AI education should be introduced early and progressively tailored to students’ year of study.
Từ khóa
Tài liệu tham khảo
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