Adoption of AI writing tools among academic researchers: A Theory of Reasoned Action approach.

This research explores the determinants affecting academic researchers' acceptance of AI writing tools using the Theory of Reasoned Action (TRA). The impact of attitudes, subjective norms, and perceived barriers on researchers' intentions to adopt these technologies is examined through a cross-sectional survey of 150 researchers. Structural Equation Modeling (SEM) is employed to evaluate the measurement and structural models. Findings confirm the positive influence of favorable attitudes and subjective norms on intentions to use AI writing tools. Interestingly, perceived barriers did not significantly impact attitudes or intentions, suggesting that in the academic context, potential benefits may outweigh perceived obstacles to AI writing tool adoption. Contrarily, perceived barriers do not significantly affect attitudes and intentions directly. The TRA model demonstrates considerable explanatory and predictive capabilities, indicating its effectiveness in understanding AI writing tool adoption among researchers. The study's diverse sample across various disciplines and career stages provides insights that may be generalizable to similar academic contexts, though further research with larger samples is needed to confirm broader applicability. Results offer practical guidance for tool developers, academic institutions, and publishers aiming to foster responsible and efficient AI writing tool use in academia. Findings suggest strategies such as demonstrating clear productivity gains, establishing AI Writing Tool programs, and developing comprehensive training initiatives could promote responsible adoption. Strategies focusing on cultivating positive attitudes, leveraging social influence, and addressing perceived barriers could be particularly effective in promoting adoption. This pioneering study investigates researchers' acceptance of AI writing tools using a technology acceptance model, contributing to the understanding of technology adoption in professional contexts and highlighting the importance of field-specific factors in examining adoption intentions and behaviors.