International Journal of
Information and Education Technology

Abstract

With the increasing integration of Artificial Intelligence (AI) technologies into education, the relationship between students’ perceptions of the use of AI and digital technologies in learning has become an important topic in research on effective instructional design. This study examined the relationship between digital learning activities and AI learning perceptions. Data were collected from 118 undergraduate students enrolled in a general education course at a university in Seoul, South Korea and analyzed using SPSS and PROCESS macro (Model 4). The results indicate that Digital Learning Activities (DLA) significantly predicted AI Literacy (AIL) (B = 0.449, p < 0.001), and AIL significantly predicted AI Learning Perceptions (ALP) (B = 0.681, p < 0.001). Furthermore, the mediation analysis revealed that digital learning activities were indirectly associated with AI learning perceptions through AI literacy, indicating a full mediation effect. These findings suggest that learners’ perceptions of AI-supported learning are shaped not merely by participation in digital activities but also by their level of competence with AI technologies. This study highlights the importance of a competency-based approach in AI-integrated education, emphasizing the need to enhance students’ AIL beyond simply increasing opportunities for digital engagement.