Abstract:

Generative artificial intelligence (GenAI) chatbots, such as ChatGPT, have become widely used by the general public, including students. This increased usage has highlighted the need to develop and research literacy for the artificial intelligence (AI) environment. AI literacy joins previous technological literacies that impact the ability to function in a changing technological environment and develop skills for the changing labor market.

AI literacy is critical for students as it enables them to understand and analyze how AI systems operate, recognize the advantages and limitations of these technologies, and be mindful of the ethical and social implications of their usage. Furthermore, familiarity with AI systems has the potential to leverage students' full potential in learning, professional settings, and personal lives.

Therefore, this study examines the correlations between AI literacy aspects and technology acceptance variables among students, aiming to identify factors that may be associated with shaping their AI literacy.

In this research, AI literacy encompasses four variables: recognition and understanding, application, evaluation, and ethics. Recognition and understanding involve acquiring concepts and skills and comprehending the techniques behind AI activities. Application refers to the ability to use AI tools in various everyday life contexts. Evaluation involves critically assessing the products generated by different AI tools. Ethics encompasses user-centered considerations and the ethical implications of use, including fairness, accountability, transparency, and safety.

Additionally, the research examines four technology acceptance variables: hedonic motivation, social influence, willingness, and emotions. Hedonic motivation refers to the enjoyment of interacting with technology, influencing adoption decisions. Social influence involves others' impact on adoption, while willingness indicates the intention to use technology. Positive emotions foster positive attitudes, while negative emotions can lead to resistance
One hundred and ninety-two students from various higher education institutions in Israel answered a quantitative questionnaire distributed in social networks and student groups. The questionnaire consisted of a demographic details questionnaire including patterns of GenAI chatbots usage, a technology acceptance questionnaire, and an AI literacy questionnaire.

The study findings indicate strong positive relationships among all four technology acceptance measures, with hedonistic motivation showing the strongest correlation. Additionally, positive associations were found among all four variables of AI literacy. Furthermore, the higher the four measures of technology acceptance, the higher the AI literacy measures, especially in relation to emotions where the connection is more pronounced.

This study provides valuable insights for policymakers and educators in higher education about developing AI literacy among students. AI literacy is crucial for preparing students for the future workforce, improving their learning experiences, and enhancing their ability to assess the ethical implications of AI. Developing policies, curricula, and training considering AI literacy and technology acceptance variables may facilitate the optimal integration of GenAI chatbots.

Keywords:

Artificial Intelligence (AI) Literacy, General Artificial Intelligence (GenAI), Artificial Intelligence Device Usage Acceptance (AIDUA).