Acceptance is an issue but I would argue that self-regulated learning skills impact far more than mere acceptance.

For example, while students naturally want to let AI do all the work for them, so they adopt AI quite readily, we want students to keep their mind engaged. This means that when students adopt AI they do so in a meaningful way, in a way that keeps their brain engaged in the learning process.

The challenge is that students who are not self-regulated learners will find themselves "checking their brain at the door" or rather they will be outsourcing their thinking (and learning) to AI. This is not in the best interest of the student.

So, students readily accept AI technology. However, self-regulated learning skills help the students to do so in a way that helps them become smarter while the lack of self-regulated learning skills leads students to surrender to the AI.

Dear Alwielland Q. Bello ,

The current study assessed 495 middle school students in China using self-report questionnaires, to examine the multiple mediating effects of intrinsic motivation and learning engagement (vitality, dedication and absorption) in the relations between technology acceptance and students’ self-regulated learning. The results indicated that technology acceptance had a significant impact on self-regulated learning, intrinsic motivation mediated the relations between technology acceptance and self-regulated learning, and learning engagement (vigor, dedication, and absorption) mediated the relations between technology acceptance and self- regulated learning. The findings suggested that students’ perceived acceptance of technology can help them improve their ability to engage in self-regulated learning by enhancing intrinsic motivation and increasing learning engagement

Article The relationship between technology acceptance and self-regu...

Regards,

Shafagat