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Artificial Intelligence Use and Emotional Well-Being in Higher Education: A Life-Course Perspective on Technology Acceptance and Trust Nailha Dinda Aprilia; Kartika Ratna Sari; Putri Nirmala; Rosidah; Shera Afidatunisa
Artificial Intelligence in Lifelong and Life-Course Education Vol 1 No 1 (2026): Artificial Intelligence in Lifelong and Life-Course Education
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aillce.v1i1.5

Abstract

Purpose – The growing integration of artificial intelligence (AI) in higher education has reshaped students’ cognitive and emotional learning experiences. From a life-course education perspective, higher education represents a critical phase of early adulthood in which interactions with AI may influence emotional regulation and readiness for lifelong learning. However, empirical studies examining the affective consequences of AI use through technology acceptance and trust mechanisms remain limited. This study investigates how AI usage frequency, perceived usefulness, perceived ease of use, and trust in AI influence university students’ emotional well-being.Design/methods/approach – A quantitative cross-sectional survey was administered to university students who actively used AI to support their learning activities. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the direct effects of technology acceptance factors and trust in AI on emotional well-being.Findings – The results indicate that AI usage frequency and trust in AI have significant positive effects on students’ emotional well-being. In contrast, perceived usefulness and perceived ease of use do not directly influence emotional well-being. These findings suggest that affective benefits of AI-supported learning are shaped more by familiarity and psychological trust than by technical efficiency alone.Research implications/limitations – The cross-sectional design, reliance on self-reported measures, and single-institution sample limit causal interpretation and generalizability. Future studies are encouraged to adopt longitudinal or mixed-method approaches to capture emotional dynamics across educational stages.Originality/value – This study extends the Technology Acceptance Model by positioning emotional well-being as a key outcome within a life-course framework, offering insights into how AI interaction during early adulthood may support psychological sustainability and lifelong learning readiness
AI-Driven Clustering of Social Media Consumption Patterns and Daily Productivity Using K-Means and DBSCAN in Multigenerational Respondents Nurrahmah Agusnaya; Putri Nirmala; M. Miftach Fakhri; Fadhil Zil Ikram
Artificial Intelligence in Educational Decision Sciences Vol 1 No 1 (2026): Artificial Intelligence in Educational Decision Sciences
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aieds.v1i1.8

Abstract

Purpose – The rapid development of digital technology has made social media an integral part of life across generations, yet its intensive use raises growing concerns regarding its impact on daily productivity. This study aims to analyze patterns of social media consumption behavior and their relationship with productivity across age groups using a dual clustering approach based on the K-Means and DBSCAN algorithms.Methods – The study utilizes secondary data from 3,000 multigenerational respondents, processed using Orange Data Mining through stages of data selection, normalization, and unsupervised clustering. K-Means is employed to segment respondents based on proximity to cluster centroids, while DBSCAN is applied to identify density-based behavioral patterns and detect outliers representing extreme digital usage behaviors.Findings – The results indicate that K-Means effectively maps macro-level clusters primarily differentiated by age, achieving an average Silhouette score of 0.537, which reflects stable and well-separated segmentation. In contrast, DBSCAN demonstrates superior capability in identifying micro-level behavioral patterns, particularly respondents exhibiting extreme characteristics such as excessive screen time and non-productive application usage, despite yielding a lower overall Silhouette value. The comparative analysis highlights that K-Means is more suitable for demographic-based segmentation, whereas DBSCAN provides deeper insights into localized and atypical digital behavior.Research limitations – The analysis is based on a randomly sampled subset of a publicly available dataset, which may limit the generalisability of the findings across different cultural, occupational, and socioeconomic contexts. Future studies are encouraged to incorporate longitudinal data and additional behavioral variables to capture temporal dynamics and causal relationships between social media usage and productivity.Originality – This study contributes by systematically comparing centroid-based and density-based clustering approaches within a multigenerational framework to reveal both macro-demographic and micro-behavioral patterns of digital consumption. The proposed dual clustering strategy offers a novel analytical perspective for designing more adaptive and evidence-based digital literacy and productivity enhancement policies.