An Investigation into Business School Students’ AI Literacy with the Case of Emory University’s Goizueta Business School-Measuring the Impacts of Students’ AI Literacy on Intention to Use AI in Workplace and the Mediating Effects of Perceived Usefulness, Perceived Ease of Use, and Perceived Credibility 公开

Abstract

This thesis investigated the role of AI literacy in influencing business school students’ intention to use AI technologies in their future workplaces by employing and extending the technology acceptance model (TAM) with the added mediating variable of perceived credibility. A convenience sampling method was used to gather 98 responses from students from Emory University’s Goizueta Business School. SPSS and Amos were employed to conduct the statistical analysis. The research results showed that students’ AI literacy positively influenced their intention to use AI technologies in their future works, and perceived usefulness, perceived ease of use, and perceived credibility positively played a mediating role in this process. This study will provide references to school administrators and teachers aiming to enhance students’ employability and competitive advantages in the labour market and future workplaces that have growingly been penetrated by AI technologies.

Table of Contents

Table of contents

1. Introduction. 1

1.1 Background. 1

1.2 Research aim and objectives. 4

2. Theoretical background and hypotheses development 5

2.1 Theoretical underpinnings. 5

2.2 Hypothesis Development 10

2.2.1 AI literacy. 10

2.2.2 Perceived usefulness, perceived ease of use, and perceived credibility. 15

2.2.3 Impacts on intention to use. 18

2.2.4 The mediating effects. 19

3. Methodology. 21

3.1 Research design. 21

3.2 Procedure and sampling method. 23

3.3 Measurement 23

3.4 Data analysis. 24

3.5 Ethical considerations. 25

4. Results. 26

4.1 Reliability and validity. 26

4.2 Descriptive statistics. 27

4.3 Direct effect and mediating effect 30

5. Discussion. 32

5.1 AI literacy. 32

5.2 Perceived usefulness, perceived ease of use, and perceived credibility. 33

5.3 Mediating effects. 35

5.4 Recommendation. 37

6. Conclusion. 39

6.1 Significance of this study. 39

6.1.1 Theoretical contribution. 39

6.1.2 Practical implications. 40

6.2 Research Limitations and Directions. 41

Bibliography. 43

Appendix: Questionnaire. 59

About this Honors Thesis

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School	Emory College
Department	International Studies
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Artificial Intelligence Education, Business Education, Technology of
关键词	Perceived usefulness AI literacy Perceived ease of use Business school students Intention to use Perceived credibility
Committee Chair / Thesis Advisor	Mark Risjord, Emory University
Committee Members	Sonal Nalkur, Emory University Peter Wakefield, Emory University

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