The Use of Generative Artificial Intelligence for Upper Secondary Mathematics Education Through the Lens of Technology Acceptance
This study investigates Finnish high school students’ acceptance of generative artificial intelligence (GenAI) in mathematics instruction, grounded in the Technology Acceptance Model (TAM). Employing a survey-based approach and structural equation modeling (SEM), it pioneers the systematic integration of “compatibility” as a novel construct into TAM within educational AI acceptance research. Results indicate that perceived usefulness is the strongest predictor of behavioral intention to use GenAI; perceived enjoyment significantly mediates the relationships between perceived usefulness and perceived ease of use; and compatibility substantially enhances the model’s explanatory power for perceived usefulness (ΔR² = 0.12). The study not only confirms TAM’s applicability in secondary mathematics education but also advances theoretical understanding through conceptual extension and empirical validation. These findings provide critical evidence-based guidance for the design, implementation, and dissemination of AI-powered educational tools.