A Study on Technology Acceptance and Learning-Behavior Mechanisms of Generative AI–Assisted Learning from an Integrated TAM–SOR Perspective

Wei Baoyi; Min Hui Leow

doi:10.47297/wspiedWSP2516-250034.20261002

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A Study on Technology Acceptance and Learning-Behavior Mechanisms of Generative AI–Assisted Learning from an Integrated TAM–SOR Perspective

10卷第2期

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A Study on Technology Acceptance and Learning-Behavior Mechanisms of Generative AI–Assisted Learning from an Integrated TAM–SOR Perspective
A Study on Technology Acceptance and Learning-Behavior Mechanisms of Generative AI–Assisted Learning from an Integrated TAM–SOR Perspective
1.New Era University College, Selangor, 43000, Malaysia
2.Universiti Teknologi MARA, Kuala Lumpur, 56100, Malaysia
2026年10卷第2期页码：163-166
纸质出版：2026-02-28
DOI：10.47297/wspiedWSP2516-250034.20261002
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Wei Baoyi & Min Hui Leow. (2026). A Study on Technology Acceptance and Learning-Behavior Mechanisms of Generative AI–Assisted Learning from an Integrated TAM–SOR Perspective. 国际教育与发展（英文版）, 10(2), 163-166.

Wei Baoyi,Min Hui Leow.A Study on Technology Acceptance and Learning-Behavior Mechanisms of Generative AI–Assisted Learning from an Integrated TAM–SOR Perspective[J].Journal of International Education and Development,2026,10(02):163-166.
Wei Baoyi & Min Hui Leow. (2026). A Study on Technology Acceptance and Learning-Behavior Mechanisms of Generative AI–Assisted Learning from an Integrated TAM–SOR Perspective. 国际教育与发展（英文版）, 10(2), 163-166. DOI： 10.47297/wspiedWSP2516-250034.20261002.

Wei Baoyi,Min Hui Leow.A Study on Technology Acceptance and Learning-Behavior Mechanisms of Generative AI–Assisted Learning from an Integrated TAM–SOR Perspective[J].Journal of International Education and Development,2026,10(02):163-166. DOI： 10.47297/wspiedWSP2516-250034.20261002.

摘要

Abstract

Generative artificial intelligence (Generative AI)

together with AI-enabled tutoring and learning analytics tools

is rapidly reshaping learning practices in higher education; nevertheless

the mere availability of tools does not automatically translate into effective learning. Grounded in the Technology Acceptance Model (TAM) and the Stimulus–Organism–Response (SOR) framework

this paper constructs an explanatory chain linking perceived usefulness (PU) and perceived ease of use (PEOU) to attitudes

behavioral intentions

actual use

and subsequent learning behaviors. To enhance contextual sensitivity

the model further considers situational factors salient to women's universities

including gendered expectations

institutional culture

and technology accessibility. The study contributes (a) a structural integration of TAM and SOR

(b) a reusable conceptual scaffold—together with operationalizable constructs and an analysis pathway—appropriate for AI-in-education research

and (c) theoretical support for developing student-centered

ethically responsible strategies for integrating Generative AI into higher education.

关键词

Keywords

references

Davis F . D . ( 1989 ). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly , Vol. 13 , No. 3 , pp. 319 - 340 .

Davis F.D. , Bagozzi R.P. , & Warshaw P . R . ( 1989 ). User acceptance of computer technology: A comparison of two theoretical models. Management science , 35 ( 8 ), 982 - 1003 .

Venkatesh V. , Thong J.Y. , & Xu X . ( 2012 ). Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology . MIS Quarterly , 157 - 178 .

Zimmerman B . J . ( 2002 ). Becoming a self-regulated learner: An overview. Theory into practice , 41 ( 2 ), 64 - 70 .

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