Influence AI Literacy, Technology Self-Control, andSelf-Efficacy Towards the Ethics of AI Use with Moderation Motivation Study Vocational High School Students
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Abstract
This study aim for analyze influence Artificial Intelligence (AI) literacy, self-control technology, and efficacy self to ethics use of AI on participants educate Vocational High School (SMK) with motivation Study as variables moderation. Research This use approach quantitative with explanatory research design. Data collected through distribution questionnaire to 140 participants vocational high school students in South Sulawesi who have use generative AI technology in the learning process. Data analysis was carried out using Structural Equation Modeling – Partial Least Squares (SEM-PLS) with help device soft SmartPLS 3. Research results show that self-control technology has an effect positive and significant to ethics use of AI (β = 0.228; p = 0.018), whereas motivation learning also has an effect positive and significant to ethics AI use (β = 0.379; p = 0.006). In contrast, AI literacy (β = −0.044; p = 0.566) and efficacy self (β = 0.169; p = 0.205) no own significant influence to ethics AI usage. Moderation test results show that interaction AI literacy and motivation learning (β = 0.229; p = 0.054), interaction of technology self-control and motivation learning (β = −0.016; p = 0.901), as well interaction efficacy self and motivation learning (β = 0.016; p = 0.906) No influential significant to ethics use of AI. This is show that motivation Study No capable moderate connection between AI literacy, technology self-control, and efficacy self to ethics use of AI on participants education. Findings study This confirm that ability control self in use technology as well as motivation Study is factor important in form behavior ethical participant educate in utilizing AI in the learning process. Therefore that, strengthening digital self-control and increasing motivation Study become aspect important in support responsible use of AI answer in education.
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