Artificial intelligence (AI) has become a highly relevant tool in higher education. However, its acceptance by university students depends not only on technical or functional characteristics, but also on cognitive, contextual, and emotional factors. This study proposes and validates a model of acceptance of the use of AI devices (MIDA) in the university context. The model considers contextual variables such as anthropomorphism (AN), perceived value (PV) and perceived risk (PR). It also considers cognitive variables such as performance expectancy (PEX) and perceived effort expectancy (PEE). In addition, it considers emotional variables such as anxiety (ANX), stress (ST) and trust (TR). For its validation, data were collected from 517 university students and analysed using structural equations (CB-SEM). The results indicate that perceived value, anthropomorphism and perceived risk influence the willingness to accept the use of AI devices indirectly through performance expectancy and perceived effort. Likewise, performance expectancy significantly reduces anxiety and stress and increases trust, while effort expectancy increases both anxiety and stress. Trust is the main predictor of willingness to accept the use of AI devices, while stress has a significant negative effect on this willingness. These findings contribute to the literature on the acceptance of AI devices by highlighting the mediating role of emotions and offer practical implications for the design of AI devices aimed at improving their acceptance in educational contexts.
Salazar et al. (Mon,) studied this question.