The growing development of artificial intelligence technologies is significantly transforming conventional educational practices by introducing intelligent academic support systems. Google Gemini, a generative AI system, offers capabilities including automated content generation, conceptual clarification, academic problem solving, and interactive learning support. However, the adoption of AI tools by students in the formal learning environment is still varied and affected by various behavioral and environmental factors. This research study aims to explore the determinants that affect the academic adoption behaviour of students towards Google Gemini in higher education institutions. An integrated research framework is designed by expanding the modern technology adoption theories to AI-supported learning environments. The proposed framework will assess the impact of Learning Performance Expectancy, Interaction Simplicity, Cognitive Engagement, AI Reliability Perception, Ethical Transparency Awareness, and Academic Environment Influence on Academic Adoption behavior. A quantitative methodological approach was used, and the data was gathered through a structured survey among university students who are acquainted with AI-assisted learning tools. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used as the research method to explore the relationships among the constructs. The results show that perceived academic value, engagement experience, and reliability perception are significant contributors to the willingness to adopt Gemini in academic contexts. Encouragement and awareness of ethics also enhance adoption behavior. The paper adds to the growing body of literature on the adoption of generative AI in academic contexts by underlining the importance of trust, engagement, and readiness in the academic ecosystem for successful implementation, aside from technological efficiency.
Kaul et al. (Mon,) studied this question.