AI Literacy and Academic Performance of Chinese University Students: Mediating Role of Learning Attitude

Abstract

With the rapid integration of artificial intelligence (AI) technologies into various sectors, including education, this study investigates the impact of AI literacy on academic performance among Chinese university students, with a particular focus on the mediating role of learning attitude. Using structural equation modeling (SEM), the research examines four dimensions of AI literacy—AI awareness, AI empowerment, AI evaluation capacity, and AI ethical cognition—and their direct and indirect effects on academic performance through learning attitude. The findings validate seven out of nine hypothesized relationships, revealing that AI awareness and empowerment positively influence both academic performance and learning attitudes, while AI ethical cognition positively impacts academic performance. However, AI evaluation capacity did not significantly affect academic performance or learning attitudes. The mediation analysis demonstrates that learning attitude significantly mediates the effects of AI awareness, empowerment, and ethical cognition on academic performance. These results underscore the importance of fostering AI literacy and positive learning attitudes to enhance educational outcomes. The study also highlights the need for developing AI evaluation skills among students. The findings offer valuable insights for educators and policymakers aiming to integrate AI literacy into educational programs to support academic success in Chinese universities.