AI-powered learning application use and gratification: an integrative model

Abstract

PurposeAs the center of the fourth industrial revolution, artificial intelligence (AI) has marked its presence in various disciplines including the education field in the form of AI-powered learning applications. The purpose of this study is to build a research model capturing the relationships among use contexts, user gratification, attitude, learning performance and continuous intention to use an AI-powered English learning application.Design/methodology/approachUsing the use and gratification theory, use contexts and the belief-attitude-intention theory, this paper uses a quantitative approach based on a survey method for data collection and structural equation modeling for analysis. A total of 478 students from an international university in Guangdong, China, participated in the survey after using Liulishuo for two weeks.FindingsThe results showed that perceived use contexts affected all variables associated with gratifications-obtained and gratification-opportunities. With the exception of social integrativeness, all other gratification-based factors significantly affected attitude. The attitude in turn significantly influenced learning performance and continuous use intention.Originality/valueMobile AI-powered learning applications are at the center of research on technology-enhanced learning in the age of media and technology convergence. The study is timely and contributes to the discussion of the roles of use context and gratifications on technology users’ attitudes and behavioral intentions.

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