Evaluating AI-Supported Learning in an Aviation Operations Course: Perceived Usefulness, Ease of Use, and Student Engagement

While the use of artificial intelligence (AI) in higher education is widespread, students’ experiences with AI-supported learning in their regular courses remain underexplored. Objective: This research examines the relationships among perceived usefulness, perceived ease of use, and academic engagement among undergraduate students enrolled in AI-supported courses at a Taiwan university. It adopts the Technology Acceptance Model, where learning desire indicates perceived usefulness, and technology self-efficacy indicates perceived ease of use. Methods: The study takes a questionnaire with six dimensions of technology self-efficacy, learning desire, learning methods, learning planning, learning habits, and learning process to evaluate students’ attitudes toward AI-supported learning and their academic engagement. Results: Students’ attitudes toward AI-supported learning were moderate to positive. Multiple regression analysis showed that perceived usefulness was significantly and positively associated with academic engagement, whereas perceived ease of use showed a positive but non-significant association. Implications: Students’ academic engagement is influenced more by how useful AI tools are perceived for learning, rather than by their confidence in using AI tools. This paper enriches the literature on student-centered AI in higher education and gives insights for designing AI-supported courses that integrate AI tools with meaningful learning tasks. Future research can examine larger and more diverse samples and use longitudinal or experimental designs to test how students’ perceptions of AI tools develop over time.