Digital Literacy and Attitudes toward Artificial Intelligence as Predictors of Online Learning Preferences
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Abstract
This study examined the influence of digital literacy and attitudes toward artificial intelligence (AI) on students’ online learning preferences. A quantitative research design was employed, with data collected from 177 undergraduate management students at a public university in Thailand using a structured questionnaire. The instruments included scales measuring digital literacy, AI attitudes, and online learning preferences, all of which demonstrated good reliability. Descriptive statistics showed that students reported high levels of digital literacy, positive attitudes toward AI, and strong preferences for online learning. Pearson’s correlation analysis revealed significant positive relationships among the three variables. Furthermore, multiple regression analysis confirmed that both digital literacy and AI attitudes significantly predicted students’ online learning preferences, with digital literacy emerging as the stronger predictor. These findings extended previous research by jointly analyzing skills and attitudes within a single model, demonstrating that technical competencies and perceptions toward AI collectively shaped students’ engagement in online learning. The study contributes to the literature by providing empirical evidence on the combined role of digital literacy and AI attitudes, offering implications for curriculum design, AI integration, and online learning strategies in higher education.
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