Abstract

This study aims to explore university students' intention to use AI-assisted tools in cross-cultural learning and the factors influencing this intention. Based on the Technology Acceptance Model (TAM), a survey was designed covering variables such as perceived usefulness, perceived ease of use, satisfaction of personalized learning needs, subjective norms, and perceived risk. Statistical analysis was conducted using SPSS and AMOS, and the results showed that perceived ease of use significantly positively impacts perceived usefulness and further enhances the intention to use AI tools by satisfying personalized learning needs. Although perceived usefulness is considered a key factor, the study found its direct impact on personalized learning needs is not significant, suggesting that the satisfaction of these needs relies more on the ease of use of the tools. Additionally, subjective norms significantly influence students' intention to use, indicating that social environment and peer expectations play a major role in decision-making. The study also found that perceived risk does not significantly negatively impact the intention to use, likely due to the maturity of AI technology and the promotion efforts by educational institutions, which have reduced students' risk perception and increased their trust in AI tools. The findings of this study are of significant importance for the development and promotion of educational technology, especially in designing AI tools that meet students' personalized learning needs. The study also suggests further exploration of other influencing factors, such as perceived cost and trust, to gain a more comprehensive understanding of students' acceptance of AI-assisted learning tools.

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