Keywords
Abstract
Generative artificial intelligence (GenAI) is increasingly being integrated into vocational education, yet the factors shaping students’ perceived learning effectiveness remain unclear. This study examines the effects of perceived usefulness, ease of use, AI literacy and self-efficacy, and perceived ethical and learning risk on vocational students’ perceived learning effectiveness. A quantitative cross-sectional survey framework was used, with a self-administered online questionnaire and five-point Likert-scale measures; statistical procedures were demonstrated on a synthetic dataset comprising 270 valid cases using descriptive statistics, Cronbach’s alpha, and multiple linear regression. The regression model explained 57.4% of the variance in perceived learning effectiveness (R² = 0.574, p < .001). Perceived usefulness (β = 0.389), ease of use (β = 0.173), and AI literacy and self-efficacy (β = 0.311) showed significant positive effects, whereas perceived ethical and learning risk had a significant negative effect (β = −0.279); all four hypotheses were supported. The findings indicate that effective GenAI integration in vocational education depends not only on tool availability and usability, but also on students’ AI capabilities and appropriate risk governance. As the analysis is based on synthetic data, the findings require validation using real respondents.