•  
  •  
 
Communications of the Association for Information Systems

Author ORCID Identifier

Avant Kumar: https://orcid.org/0000-0002-0002-3347

Sowmya Kini: https://orcid.org/0009-0001-9244-9328

Ashutosh: https://orcid.org/0009-0002-2720-4532

Abstract

The adoption of Generative Artificial Intelligence (GenAI) by students has rapidly increased, shifting the focus from initial exploratory use to post-adoption issues. Existing research has primarily investigated GenAI post-adoption from a “device” perspective, examining both the positive and concerning aspects of post-adoption use in learning and education. While informative, this perspective offers limited insight into the GenAI use routines and the associated adaptation behaviors through which GenAI becomes embedded in everyday learning practices following initial ambivalent experiences of use. To address this limitation, this paper examines GenAI enactment in learning routines and the associated adaptation behaviors underlying routine construction. Drawing on a grounded theory methodology from an interpretivist standpoint, this paper develops a grounded framework for the enactment of GenAI use in learning routine. It identifies GenAI routine constitution as inherently dialectical and outlines six adaptation behaviors, namely sequential augmentation, triangulation, prefiguration, prompt engineering practice, rationalization, and reframing, through which students manage the perceived positive and negative consequences of GenAI in post-adoption routine use. This paper theoretically advances the Coping Model of User Adaptation. It offers important managerial implications for implementing structural adjustments, and for developing pedagogical strategies and policies.

Download

Share

COinS
 

When commenting on articles, please be friendly, welcoming, respectful and abide by the AIS eLibrary Discussion Thread Code of Conduct posted here.