The relationship between attitudes toward artificial intelligence and digital literacy skills: a sports sciences perspective

Introduction The growing use of artificial intelligence (AI)-supported applications in sports sciences, such as performance analysis, injury risk prediction, and data-driven training, underscores the importance of understanding the link between students’ digital competencies and their perceptions of AI. This study examined the relationship between sports science students’ attitudes toward AI and their levels of digital literacy. Methods A correlational survey design was used. The sample consisted of 229 female and 314 male undergraduate students ( n = 543; Mage = 21.16, SD = 4.5) from 13 state and foundation universities across Türkiye. Data were collected through a demographic information form, the Digital Literacy Scale, and the General Attitudes Toward Artificial Intelligence Scale. Statistical analyses were performed using IBM SPSS Statistics 25, JASP 0.19.3.0, AMOS 24, and Minitab 20. Confirmatory factor analysis and structural equation modeling were used to test the relationships among variables. Results Positive attitudes toward AI were significantly and positively associated with digital literacy ( β = 0.55, p < 0.001), whereas negative attitudes showed a weaker but significant negative association ( β = −0.20, p < 0.001). The model explained 38.4% of the variance in digital literacy ( R 2 = 0.384). Discussion These results suggest that positive AI perceptions may support students’ engagement with digital environments, whereas negative perceptions may constrain it. The study emphasizes the importance of educational experiences that enhance AI awareness and strengthen digital literacy within sports science programs.