Transforming academic libraries into GenAI-enabled libraries: proposing experience, evaluation and engagement (3Es) dimensions through UGT and TAM perspective

Purpose This study aims to explore how academic libraries can be transformed into GenAI-enabled libraries by integrating the uses and gratifications (UGT) theory and the technology acceptance model (TAM). It further proposes 3Es dimensions: experience, evaluation and engagement to explain how GenAI enhances gratification, interactions, cognitive outcomes and fosters behavioural intention (BI) and use of GenAI-enabled libraries among university students. Design/methodology/approach This study is cross-sectional in nature and used seven constructs categorised as informative gratification (IG) and affective gratification (AG) related to the “experience” dimension, perceived usefulness (PU) and perceived ease of use (PEU) and cognitive offloading (CO) used for the “evaluation” dimension and BI and use behaviour (UB) were related to the “engagement” dimension. Partial least square-based structural equation modelling was used to analyse the data. Findings The findings pertain to students’ overall experience and evaluation of GenAI-enabled tools in academic settings. The results showed that IG had a significant positive influence on both PU and PEU. AG significantly influenced PEU, but its effect on PU was not significant. Thus, students’ perceptions regarding usefulness are driven more by functional value than emotional experience. In addition, both PU and PEU positively affected CO. A strong positive relationship was observed between CO and BI, and BI, in turn, strongly influenced UB, thereby confirming students’ intention and use of GenAI-enabled library services. Originality/value To the best of the authors’ knowledge, this study is the first to propose 3Es dimensions: experience, evaluation and engagement to provide a novel perspective on how academic libraries can be transformed into a GenAI-enabled ecosystem for developing countries like India by measuring students’ experiences, cognitive evaluation and engagement.