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All Journal International Journal of Evaluation and Research in Education (IJERE)
Thuy, Lai Thi Thu
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Education

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Adoption of artificial intelligence tools for academic writing Hoai, Nguyen Thu; Thuy, Lai Thi Thu
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37993

Abstract

The rapid advancement of artificial intelligence (AI) presents both significant opportunities and challenges for academic writing. This study investigates the factors influencing the adoption of AI writing tools among lecturers in Vietnam by proposing an integrated theoretical framework that combines the unified theory of acceptance and use of technology (UTAUT) with perceived risk theory (PRT). The model incorporates performance risk (PR) and ethical risk (ER) as key inhibitors alongside the core UTAUT constructs. Data were collected through a cross-sectional survey of 404 lecturers from public universities across North, Central, and South Vietnam, including both public and private educational institutions, and analyzed using structural equation modeling (SEM). The results show that the proposed model has strong explanatory power, accounting for 77.9% of the variance in behavioral intention (BI) and 75.3% in use behavior (UB). All seven hypotheses were supported. Performance expectancy (PE) was the most potent predictor of intention, while PR was the strongest deterrent. Facilitating conditions (FC) and BI were found to be critical antecedents of actual use. The study contributes by empirically validating an integrated UTAUT–PRT framework in the context of AI writing tool adoption. The findings suggest that universities should prioritize performance-enhancing support mechanisms and risk-mitigation policies to promote responsible AI adoption.
Blended learning factors influencing student engagement in higher education Thuy, Lai Thi Thu; Hoai, Nguyen Thu
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38494

Abstract

This study examines the factors associated with student engagement (SE) in blended learning environments in higher education, with particular attention to the mediating role of perceived usefulness (PU). Drawing on the information systems success model and the technology acceptance model (TAM), an integrated research model incorporating system quality (SQ), content quality (CQ), teacher support (TS), interaction (IN), PU, and SE was proposed and empirically tested. Data were collected from 288 undergraduate students at universities in Vietnam and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that SQ, CQ, TS, and IN are significantly associated with PU. PU, in turn, shows a strong positive association with SE. While SQ and TS are also directly related to engagement, the relationships between CQ, IN, and SE are primarily indirect through PU, highlighting its central mediating role. These findings contribute to a more nuanced understanding of how blended learning factors jointly explain SE and offer theoretical and practical insights for the design and implementation of blended learning in higher education.
Co-Authors Hoai, Nguyen Thu