Using Painting to Assist Language Learning: An Empirical Study on the Acceptance of Intelligent Teaching Aids by Chinese Adolescents

Intelligent teaching aids are increasingly being integrated into the learning processes of Chinese adolescents. In particular, integrating painting activities into language learning offers a promising avenue to address the persistent challenge of contextual deficiency in conventional language instruction. Our study integrates the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology, and the Value-based Adoption Model to examine factors influencing Chinese adolescents’ acceptance of painting-assisted intelligent teaching aids. Survey data from 375 effective participants were analyzed using covariance-based structural equation modeling. Results show that perceived playfulness and self-efficacy positively affect perceived usefulness, while perceived playfulness, social influence, and self-efficacy enhance perceived ease of use. Perceived usefulness, perceived ease of use, perceived playfulness, and social influence significantly predict behavioral intention, whereas perceived risk has no significant effect. The proposed model provides theoretical and practical guidance for designing intelligent teaching aids that better support adolescent language learning.