Said Almamari, Wafa. (2025). "It Seems Promising, But Is It Practical?": Exploring Social Science Students’ Adoption of AI in Active Learning Using the UTAUT2 Model. المجلة العلمیة لکلیة الآداب-جامعة أسیوط, 33(95), 1091-1130. doi: 10.21608/aakj.2025.402316.2138
Wafa Said Almamari. ""It Seems Promising, But Is It Practical?": Exploring Social Science Students’ Adoption of AI in Active Learning Using the UTAUT2 Model". المجلة العلمیة لکلیة الآداب-جامعة أسیوط, 33, 95, 2025, 1091-1130. doi: 10.21608/aakj.2025.402316.2138
Said Almamari, Wafa. (2025). '"It Seems Promising, But Is It Practical?": Exploring Social Science Students’ Adoption of AI in Active Learning Using the UTAUT2 Model', المجلة العلمیة لکلیة الآداب-جامعة أسیوط, 33(95), pp. 1091-1130. doi: 10.21608/aakj.2025.402316.2138
Said Almamari, Wafa. "It Seems Promising, But Is It Practical?": Exploring Social Science Students’ Adoption of AI in Active Learning Using the UTAUT2 Model. المجلة العلمیة لکلیة الآداب-جامعة أسیوط, 2025; 33(95): 1091-1130. doi: 10.21608/aakj.2025.402316.2138
"It Seems Promising, But Is It Practical?": Exploring Social Science Students’ Adoption of AI in Active Learning Using the UTAUT2 Model
Artificial intelligence (AI) is rapidly reshaping higher education, offering new ways to make learning interactive, efficient and engaging. However, we still know surprisingly little about how students embrace these tools, especially in active learning classrooms. This study explored the factors that drive social science students at Sultan Qaboos University in Oman to adopt AI in their learning, shedding light on an area that has often been overlooked in the literature. To understand these patterns, a survey was conducted with 475 students from a wide range of social science disciplines. Using a quantitative research design and ordinal logistic regression model, guided by a well-established framework termed the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), factors such as how useful students believe AI to be, how easy it is to use, the influence of peers and instructors, and whether AI makes learning more enjoyable or rewarding were examined. The findings showed that most students were keen to use AI tools, with five key factors identified as strong motivators for their use. The biggest driver was effort expectancy; students were more likely to adopt AI if they felt that it was easy to learn and apply. Belief in its usefulness, the enjoyment it brings, encouragement from others, and having the right support systems also played important roles. Interestingly, routine habits did not seem to matter much, suggesting that many students are still in the early stages of exploring these technologies rather than using them automatically or habitually. .
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