Perceived support and AI literacy: the mediating role of psychological needs satisfaction

Abstract

Artificial Intelligence (AI) exerts significant influence on both professional and personal spheres, underscoring the necessity for college students to have a fundamental understanding of AI. Guided by self-determination theory (SDT), this study explores the influence of psychological needs satisfaction on AI literacy among university students. A cross-sectional survey involving 445 university students from diverse academic backgrounds was conducted. The survey assessed the mediation effect of students’ psychological need satisfaction between two types of support—technical and teacher—and AI literacy. The results indicate that both support types positively influenced the fulfillment of autonomy and competence needs, which subsequently acted as mediators in enhancing AI literacy. However, the satisfaction of relatedness needs did not mediate the relationship between the types of support and AI literacy. Unexpectedly, no direct association was found between the two forms of support and AI literacy levels among students. The findings suggest that although technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy underscores the importance of addressing specific psychological needs through educational interventions. It is recommended that educators provide tailored support in AI education (AIEd) and that institutions develop specialized courses to enhance AI literacy.