Development and Validation of a Scale for Assessing Students’ Perceptions of Artificial Intelligence in E-Learning / Razvoj i validacija skale za procjenu percepcija studenata o primjeni umjetne inteligencije u e-učenju
DOI:
https://doi.org/10.15516/cje.v28i3.41262Keywords:
artificial intelligence; e-learning; scale development; psychometric validation; factor analysis; student attitudesAbstract
Abstract
The increasing integration of artificial intelligence (AI) in higher education highlights the need for valid instruments to assess students’ perceptions of its use in e-learning environments. The aim of this study was to develop and validate a psychometric scale for measuring students’ perceptions of artificial intelligence in e-learning. A scale development research design was employed on a sample of 225 higher education students. The development process included four phases: item generation based on the technology acceptance model (TAM) and relevant literature, content validation through expert evaluation, pilot testing, and empirical validation. Exploratory factor analysis (EFA) identified a stable three-factor structure consisting of perceived usefulness, efficiency and optimization, and support in teaching. The Kaiser-Meyer-Olkin value (.812) and Bartlett’s test of sphericity (p < .001) confirmed data adequacy. The scale demonstrated satisfactory reliability, with Cronbach’s alpha coefficients of .889, .823, and .767. Discriminant validity was confirmed using an independent samples t-test, while inter-factor correlations supported construct validity. The findings indicate that the developed instrument is a reliable and valid tool for assessing students’ perceptions of artificial intelligence in e-learning environments.
Keywords: artificial intelligence; e-learning; scale development; psychometric validation; factor analysis; student attitudes
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Sažetak
Sve veća integracija umjetne inteligencije (UI) u visokom obrazovanju naglašava potrebu za valjanim instrumentima za procjenu percepcija studenata o njezinoj primjeni u e-učenju. Cilj je ovoga istraživanja razviti i validirati psihometrijsku skalu za mjerenje percepcija studenata o umjetnoj inteligenciji u e-učenju. Primijenjen je istraživački dizajn razvoja skale na uzorku od 225 studenata visokoga obrazovanja. Proces razvoja obuhvatio je četiri faze: generiranje čestica na temelju modela prihvaćanja tehnologije (TAM) i relevantne literature, validaciju sadržaja putem ekspertne evaluacije, pokusno testiranje te empirijsku validaciju. Eksploratornom faktorskom analizom (EFA) identificirana je stabilna trofaktorska struktura koja uključuje percipiranu korisnost, učinkovitost i optimizaciju te podršku u nastavi. Vrijednost Kaiser-Meyer-Olkinova pokazatelja iznosila je ,812, a Bartlettov test sferičnosti bio je statistički značajan (p < ,001), što potvrđuje prikladnost podataka. Skala je pokazala zadovoljavajuću pouzdanost, s Cronbachovim alfa koeficijentima od ,889, ,823 i ,767. Diskriminantna valjanost potvrđena je primjenom t-testa za nezavisne uzorke, dok su korelacije među faktorima podržale konstrukt valjanosti. Rezultati ukazuju na to da razvijeni instrument predstavlja pouzdan i valjan alat za procjenu percepcija studenata o umjetnoj inteligenciji u e-učenju.
Ključne riječi: e-učenje; faktorska analiza; psihometrijska validacija; razvoj skale; stavovi studenata; umjetna inteligencija.
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Copyright (c) 2026 Marko Marković, Dragan Soleša, Petar Ciganović (Author)
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