Student Perceptions of Artificial Intelligence in Community College Education: Relationships Among Familiarity, Use, Attitudes, and Intentions

Artificial intelligence (AI) is increasingly integrated into educational environments, influencing how students learn and interact with technology. This study examines whether students’ familiarity with and frequency of AI use influence their attitudes, behavioral intentions, and emotional responses toward AI in education. Using a quantitative, non-experimental, correlational design, data were collected from 366 students at a large Florida community college. Measures included AI familiarity, frequency of use, attitudes, intentions, and emotional responses. Correlation and regression analyses were conducted. Results showed moderate levels of AI familiarity and use, with generally positive attitudes and moderate intentions to use AI tools. Frequency of use was the strongest predictor of positive attitudes; familiarity was significantly correlated with attitudes at the bivariate level but did not contribute unique explanatory power once frequency of use was accounted for. Attitudes were also strongly associated with both intentions and emotional responses. These findings suggest that hands-on experience and affective factors play a key role in shaping student acceptance of AI in community college settings.