Polytechnic Students Readiness and Acceptance of AI-Assisted Learning: An Integrated Tri–Tam Study in Malaysia

Abstract

Artificial Intelligent (AI) reshapes higher education through personalized, adaptive learning, yet its success depends on student readiness and acceptance. Grounded in the TRI and TAM frameworks, this quantitative study investigated the relationship between technology readiness and acceptance among Malaysian polytechnic students. Data were gathered from 167 participants at Politeknik Kota Bharu via a structured questionnaire mapping four TRI dimensions (optimism, innovativeness, discomfort, insecurity) against three TAM constructs (perceived usefulness, ease of use, behavioural intention). Descriptive statistics revealed moderate-to-high levels of technology readiness (M = 3.68) and AI acceptance (M = 3.75), indicating that students generally demonstrate positive attitudes towards AI-assisted learning. Pearson correlation analysis showed a strong and statistically significant positive relationship between readiness and acceptance (r = .825, p < .001), while regression analysis confirmed that technology readiness significantly predicts students' acceptance of AI-assisted learning. Gender differences in readiness were not statistically significant. These findings support the integrated TRI–TAM framework by demonstrating that students' psychological readiness enhances their perceptions of AI usefulness and ease of use, thereby strengthening behavioural intention to adopt AI-assisted learning. The study contributes to the growing body of AI adoption research in Malaysian higher education and provides practical implications for educators and policymakers in designing initiatives that strengthen students' digital readiness and encourage responsible AI integration into teaching and learning.