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Exploring the Role of Perceived Usefulness and AI Anxiety in Technology-driven Self-directed Learning: A Paradox Mindset Perspective

Author

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  • Neethu Ismail
  • Lishin M. Joshy

Abstract

Technological advancements such as virtual teaching assistants, online courses, AI-powered learning platforms and interactive robotic teaching systems are transforming the educational landscape. These developments raise important questions regarding learners’ attitudes towards technology-driven self-learning (ATSL) and the anxiety associated with AI. While qualitative research has explored these attitudes, concerns regarding overreliance on AI and its long-term implications on traditional education systems persist. This study examines postgraduate management students’ perspectives on AI technologies’ learning environments, with a specific focus on four constructs: ATSL, AI anxiety related to learning (AIA), perceived usefulness of technology (PUT) and paradox mindset (PM). Data collected from 262 students through a structured questionnaire were analysed using IBM SPSS 23 and PROCESS macro. Findings suggest that a PM positively influences ATSL, with PUT partially mediating this relationship. However, AI anxiety moderates the connection, amplifying the positive effects of a PM when anxiety levels are high. These insights are especially relevant for educators, policymakers and developers, emphasizing the need for guidance and support to address AI-related apprehensions while promoting a positive attitudes towards technological innovations.

Suggested Citation

  • Neethu Ismail & Lishin M. Joshy, 2025. "Exploring the Role of Perceived Usefulness and AI Anxiety in Technology-driven Self-directed Learning: A Paradox Mindset Perspective," Management and Labour Studies, XLRI Jamshedpur, School of Business Management & Human Resources, vol. 50(3), pages 448-465, August.
    • Handle: RePEc:sae:manlab:v:50:y:2025:i:3:p:448-465
    DOI: 10.1177/0258042X251357415
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    References listed on IDEAS

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