This research aims to uncover the factors that might be associated with higher education students’ Artificial Intelligence (AI) literacy. Understanding these factors is crucial, as it can lead to numerous benefits, such as preventing skill gaps and ensuring workforce adaptability. The study used quantitative methodology. One hundred ninety students responded to an online quantitative questionnaire. Measures include a demographic questionnaire, as well as established validated and reliable questionnaires including AI literacy scale, the personal trait of openness to experience, the cognitive appraisals of threat and challenge, and four sub-scales of AI Device Usage Acceptance (AIDUA): social-influence, hedonic-motivation, willingness to accept AI usage, and positive emotions toward AI. Students’ AI literacy correlated positively with their openness to experience, challenge, social-influence, hedonic-motivation, willingness to use, emotions toward AI, and Generative AI (GenAI) usage. The study also provided insights into gender and age differences. As AI literacy is a crucial factor in our professional and daily life, the current findings suggest opportunities for enhancing it through tailored educational programs that foster relevant personal traits, attitudes toward AI, and curriculum development in higher education. This study is significant as it explores the relationship between students’ AI literacy and various variables that have not yet been examined thoroughly, in the context of the rapidly evolving use of GenAI chatbots.
Deshen et al. (Fri,) studied this question.