Author(s)

Kang Du ¹

Affiliation(s)

¹ College of Economics, Xi'an University of Finance and Economics, Xi'an, China

Corresponding Author

Kang Du

ABSTRACT

This study investigates students' subjective evaluation and acceptance of AI-enabled smart classrooms at Xi'an University of Finance and Economics. Based on a cross-sectional survey of 166 undergraduate students, the study finds that although only around half of the students were aware of the concept of AI-assisted learning, more than three-quarters reported using AI tools in their studies and over 86% expressed high acceptance. Subjective evaluations indicated that students generally perceived AI tools as useful and believed they could enhance learning interest. However, many students remained cautious about the potential of AI to replace traditional teaching. The findings suggest that while students are willing to engage with AI-assisted learning, greater efforts are needed to improve awareness, critical understanding, and digital literacy. This study adds localized evidence to the growing body of research on educational AI and offers practical implications for improving smart classroom implementation in Chinese higher education.

KEYWORDS

AI-Assisted Learning, Smart Classrooms, Student Perception, Technology Acceptance

CITE THIS PAPER

Kang Du, Students' Subjective Evaluation and Acceptance of AI-Enabled Smart Classrooms: A Survey at Xi'an University of Finance and Economics. Advances in Educational Technology and Psychology (2025) Vol. 9: 131-136. DOI: http://dx.doi.org/10.23977/aetp.2025.090420.

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Sponsors, Associates, and Links

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education