Trust and the Future of Learning: A Model for AI-Supported Edtech in Higher Education

The current study sought to investigate behavioral factors that affect students’ trust perception in using AI-supported Edtech in a postsecondary institution. A model and research hypotheses were developed based on extensive literature and theoretical reviews on technology acceptance theories to affirm the nature of the hypotheses for the study. The Theory of Planned Behavior (TPB) was adopted as the model for the current study by expanding it with trust, and perceived risk. Data was collected from students at the studying at a public institution in Ontario, Canada. The data collected were analyzed using structural equation modelling (SEM) techniques to affirm the study hypotheses. The findings revealed that all the independent variables of Perceived Compatibility, Ease of Use, Usefulness, Facilitating Condition, Risk, and Subjective Norms had a significant and positive influence on students' Trust perception in using AI-supported Edtech. By examining the influential factors of students' behavioral intention to use Edtech, this study will practically position academicians and policymakers in higher educational institutions in their quest to invest in AI-supported Edtech to prioritize variables aimed at influencing students' trust perception to use AI-supported Edtech.