개인적 혁신성에 따른 생성형 AI 사용의 지각된 유용성과 용이성이 학습만족도와 학습지속의도에 미치는 영향: 관광계열 학과 성인학습자 중심으로

The Effects of Perceived Usefulness and Ease of Use of Generative AI on Learning Satisfaction and Learning Persistence According to Personal Innovativeness: Focusing on Adult Learners in Tourism-Related Majors

This study explores how personal innovativeness influences the perceived ease of use and perceived usefulness of artificial intelligence (Generative AI) in learning, and how these perceptions affect learning satisfaction and persistence among adult learners in tourism-related majors. A survey was conducted with 264 adult learners at regional universities in Korea. Established scales were adapted for measurement, and the data were analyzed using confirmatory factor analysis and partial least squares structural equation modeling (PLS-SEM). The findings indicate that personal innovativeness significantly affects both perceived ease of use and usefulness but does not directly impact learning satisfaction. Perceived ease of use and usefulness positively influence learning satisfaction, while perceived usefulness and learning satisfaction significantly enhance learning persistence. However, ease of use alone does not directly drive persistence. This study extends the Technology Acceptance Model (TAM) by confirming its relevance in the context of adult learners in regional higher education. The results highlight that the practical usefulness of Generative AI and learner satisfaction are more decisive for sustained learning engagement than ease of use. These insights contribute to technology adoption research and offer practical guidance for AI-based educational program design.