Exploring Vietnamese Students' Intention to Adopt AI-Powered Study Tools: Integrating TPB and TAM

Background/purpose. The study addresses the lack of clear policies and ethical concerns surrounding AI use in Vietnamese universities, where debates continue over balancing AI’s benefits with risks of academic misconduct. This study seeks to investigate determinants of students' use of AI-powered study tools, by applying the Theory of Planned Behavior (TPB) and Technology Acceptance Model (TAM), to inform better teaching strategies and AI tool development. Materials/methods. Using PLS-SEM analysis, we examine the roles of perceived behavioral control (PBC), perceived usefulness (PU), perceived ease of use (PEOU), computer self-efficacy (CS), attitudes toward using AI (ATU), perceived enjoyment (PE), and subjective norms (SN) in shaping students’ adoption intentions. The study also investigates the mediating role of behavioral intention (BI) in the adoption process. Results. The analysis of 313 valid responses collected online via Google Forms indicates that PBC, CS, and ATU positively influence BI, suggesting that Gen Z students are more likely to adopt AI tools when they feel confident using them and perceive them as beneficial. PU and PEOU positively impact ATU, reinforcing the adoption process, while PE and SN do not significantly affect BI. Conclusion. Findings suggest that Vietnamese Gen Z students prioritize functional benefits, such as academic performance and efficiency, over entertainment value. These insights emphasize the need for AI tools that align with students' learning needs, offering valuable implications for educators and developers in Vietnam’s evolving educational landscape.