Keywords
Service Quality
Higher Education
Technology Adoption
Moderating Variables
How to Cite
Abstract
Objective: This study aims to examine how students’ perceptions of university service quality influence the assimilation of artificial intelligence (AI) tools in higher education. Additionally, it investigates the moderating effects of age, gender, level of study, and country of study on this relationship.
Method: A quantitative research design was adopted using survey data collected from higher education students. The constructs were operationalized based on established scales, including perceived service quality dimensions and AI assimilation. Data were analyzed using statistical techniques, including reliability and validity tests, correlation analysis, and moderation analysis to assess the proposed hypotheses.
Findings: The results indicate that perceived university service quality has a significant positive effect on AI assimilation among students. Furthermore, moderating variables such as age, gender, level of study, and country partially influence the strength of this relationship, suggesting that demographic and contextual factors play an important role in shaping AI adoption in higher education.
Originality/Value: This study contributes to the literature by integrating service quality and AI assimilation within a unified framework, extending technology adoption theories to the higher education context. It also provides empirical evidence on the role of moderating variables, offering insights for universities aiming to enhance AI-driven learning environments.
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