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Evaluating the impact of AI on the critical thinking skills among the higher education students by combining the TAM model and critical thinking theory

Patni Ninghardjanti‬ · Muhammad Choerul Umam · Anton Subarno · Winarno Winarno · Novedi Risanti Langgi · Jumiyanto Widodo

22 citations0/0 files storedFrontiers in Education

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Technology Adoption and User Behaviour Artificial Intelligence in Education Technology-Enhanced Education Studies

Abstract

The following research analyzes the relation between the utilization of Artificial Intelligence (AI) tools among university students and their relation with critical thinking skills by combining the Technology Acceptance Model (TAM) model and critical thinking theory. This research introduced the Metacognitive TAM (Meta-TAM) integrated with the Information Systems (IS) Success model as a theoretical innovation. The current research was carried out with a quantitative method approach, with 200 respondents from the Office Administration Education Department, Universitas Sebelas Maret, Indonesia. The research data were analyzed using the SEM with SmartPLS 4.0 software. The key constructs of attitude toward use (ATU), motivation to use (MTU), perceived usefulness (PU), perceived ease of use (PEOU), and behavioral intention (BI) were analyzed to assess the primary factors that influence the adoption of the AI-based tools. The findings emphasize that the TAM constructs significantly influenced behavioral intention, whereas critical thinking played a crucial mediating role. The strongest path was observed from attitude toward use to behavioral intention (β = 0.737), which emphasizes the importance of affective and evaluative assessment in students' decision-making. Then, it can be concluded that not only the usability or utility, but also students' strategic thinking, epistemic vigilance, and intellectual autonomy have a significant impact on the AI adoption among higher education students. This study offers practical implications for AI-integrated curriculum design and ethical technology implementation in learning environments. This research contributes a novel perspective to educational technology literature and encourages future cross-cultural, longitudinal studies that examine AI's cognitive impact while safeguarding critical thinking development in diverse academic contexts.

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1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 2003User Acceptance of Information Technology: Toward A Unified View1 2014A new criterion for assessing discriminant validity in variance-based structural equation modeling 2000A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies 2007Explicating dynamic capabilities: the nature and microfoundations of (sustainable) enterprise performance 2003The DeLone and McLean Model of Information Systems Success: A Ten-Year Update 2001Understanding Information Systems Continuance: An Expectation-Confirmation Model1 2006A meta-analysis of the technology acceptance model

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