Abstract This study examines how generative artificial intelligence (GenAI) tools, particularly ChatGPT (OpenAI), support student engagement, technology acceptance, and learning satisfaction in a creative higher education context. Drawing on the Technology Acceptance Model (TAM) and digital divide theory, the study investigates how individual attitudes toward AI and perceived access conditions jointly shape learning experiences in an AI-supported comic creation course. A total of 30 undergraduate students from art and non-art disciplines participated in a structured comic creation task involving AI-assisted narration, layout design, and image generation. Survey data were analyzed using descriptive statistics, reliability testing, and regression-based mediation and moderation analyses. The results indicate moderate levels of technology acceptance, perceived digital access, and learning satisfaction. Technology acceptance emerged as a strong predictor of satisfaction, while perceived digital access also contributed significantly to positive learning experiences. Moreover, perceptions of digital access partially mediated the relationship between technology acceptance and satisfaction. Academic background did not significantly moderate these relationships, suggesting cross-disciplinary applicability of AI-supported creative instruction. By integrating technology adoption and equity perspectives, this study contributes to a more nuanced understanding of student satisfaction in AI-enhanced creative education. The findings highlight the importance of aligning perceived usefulness and ease of use with equitable access conditions when designing AI-supported curricula. Implications are discussed for inclusive course design, creative pedagogy, and institutional strategies for the responsible integration of GenAI in higher education.
Chen et al. (Mon,) studied this question.