Trust and Perceived Usefulness in Adapting the Use of Artificial Intelligence As a Virtual Teaching Assistant in a Self-Directed Learning Context among Students in the Digital Technology for Business Program, Faculty of Information and Communication Technology, Silpakorn University
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Abstract
This research aimed to study the influence of perceived usefulness and trust on the adaptation to using artificial intelligence as a virtual teaching assistant among students in the Digital Business Technology program, Faculty of Information and Communication Technology, Silpakorn University. A quantitative cross-sectional study was used, collecting data from a sample of 260 undergraduate students via convenience sampling through an online questionnaire. The research instrument underwent content validity and reliability testing according to standard criteria. The statistical analysis used was a partial least squares structural equation modeling to test the hypothesis regarding the causal relationship between perceived usefulness, trust, and adaptation.
The results showed that the perceived usefulness of AI had a statistically significant positive impact on trust and adaptation in its use. The variables in the model collectively predicted 68.1% of the variance in adaptation. The key finding indicates that trust acts as a partial mediator, linking the influence between perceived usefulness and actual behavioral adaptation. Furthermore, the model showed moderate predictive accuracy, confirming the empirical reliability of the results. Digital trust is a key factor in shifting from theoretical perceived value to sustainable learning adaptation. Educational institutions should promote both technical skills along with raising awareness of the value and ethics of AI to create a learning ecosystem where students have confidence and can effectively integrate technology into their personal development.
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