The role of self-efficacy and curiosity in student use of artificial intelligence (AI)

Abstract Availability and use of artificial intelligence (AI) is rapidly increasing, presenting both challenges and opportunities for students. As AI provides opportunities and benefits for students, it is useful to examine what factors are associated with student use of AI. Two of these factors are self-efficacy and curiosity. This study investigated the connections between self-efficacy for use of AI, curiosity, and reported use of AI among university students. One hundred and twenty three university students participated in the study. Their mean age was 37.83, SD = 20.64, and 88 were women. Participants reported the amount of time they spent using AI in their university studies and completed measures of self-efficacy for use of AI and curiosity. Self-efficacy for use of AI was associated with more use of AI. A higher level of general curiosity was associated with greater self-efficacy for use of AI, with the exploration dimension of curiosity showing an especially strong association with self-efficacy. Self-efficacy for use of AI linked the association of curiosity with use of AI. These findings regarding self-efficacy and curiosity provide new information relevant to the use of emerging AI technology. Insight into links between self-efficacy and curiosity and use of AI can assist educators in facilitating the benefits of student AI use.