International Journal of
Information and Education Technology

Abstract

Generative Artificial Intelligence (AI) tools, especially conversational systems such as ChatGPT, are becoming increasingly influential in higher education because they can support personalized learning, interactive communication, and flexible access to academic information. Although previous research has examined AI acceptance and adoption, less is known about how the quality of AI tools contributes to students’ continued use in emerging higher education contexts such as Vietnam. Drawing on the Information Systems Success Model (ISSM), the Technology Acceptance Model (TAM), and the Expectation-Confirmation Model (ECM), this study examines how the information, system, and service quality of AI tools shape Vietnamese university students’ intention to continue using these tools for learning. It also examines the mediating roles of perceived usefulness and learning satisfaction. Survey data were obtained from 517 university students in Vietnam and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that each of the three AI quality dimensions significantly enhances perceived usefulness. AI System Quality also has a significant positive effect on learning satisfaction, whereas AI information quality and AI service quality do not directly predict learning satisfaction. In addition, perceived usefulness significantly enhances both learning satisfaction and continuance intention, and learning satisfaction further increases continuance intention. The mediation analysis shows that AI quality influences students’ continued academic use of AI through perceived usefulness and learning satisfaction. These findings emphasize the need to improve both the technical quality of AI tools and students’ post-adoption learning experiences in order to sustain meaningful AI use in higher education.