Factors Influencing Architecture Students' Intentions to AI Learning and Strategies for Optimization

With the rapid development of AI technology, the construction industry is increasingly requiring students to understand and even master AI skills. This study surveyed 201 undergraduate architecture students to explore how anxiety during the AI learning process affects their willingness to learn, and the potential mechanisms of this effect. The results suggest that AI learning anxiety has a negative impact on willingness to learn and that self-efficacy mediates this relationship. In addition, social support significantly moderated the relationship between AI learning anxiety and self-efficacy. These findings provide the necessary theoretical foundation and practical guidance for the integration of AI pedagogical content into architectural education.