A Study on the Intentions of Art and Design Students to Use AIGC Based on the Technology Acceptance Model (TAM)

초록

This study examines the intention to adopt Artificial Intelligence-Generated Content (AIGC) among university students majoring in art and design, employing an extended Technology Acceptance Model (TAM). The primary objective is to identify the key determinants influencing AIGC adoption within the context of art and design education. Data were collected from a survey of 405 art and design students in China. To capture a more comprehensive perspective, the extended TAM framework incorporates Artificial Intelligence Literacy (AIL), Recognition of AIGC as a Designer (RE), and Subjective Norm (SN). The empirical findings demonstrate that perceived ease of use and perceived usefulness exert significant effects on students' behavioral intention to use AIGC, thereby reaffirming the explanatory power and robustness of the traditional TAM in predicting technological adoption. Furthermore, AIL, RE, and SN serve as important external determinants of students' intention to use AIGC (IU). These results underscore the necessity of enhancing students' AI literacy, fostering their recognition of AIGC as a creative partner, and cultivating supportive social and institutional environments. The study concludes by recommending that educators and policymakers prioritize initiatives aimed at reshaping perceptions of AIGC and establishing favorable social norms and external supports. Such measures are essential for advancing the systematic and effective integration of AIGC into art and design education, thereby enriching students' academic and professional creative practices.

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