How Do Chinese Pre‐Service Teachers Navigate Cognitive‐Emotional Patterns to Accept GenAI in Teaching? An Expanded AIDUA Framework Perspective

ABSTRACT

Generative Artificial Intelligence (GenAI) is reshaping teaching. Pre‐service teachers' acceptance of GenAI is closely associated with its effective integration into teaching, but traditional models barely capture multi‐stage cognitive and emotional responses from GenAI's human‐like traits. Based on the expanded Artificial Intelligence Device Use Acceptance Model, this study built a three‐stage framework including cognition, emotion and behaviour. Structural equation modelling analysis of 327 Chinese pre‐service teachers showed their strong willingness to accept GenAI. In the cognitive stage, social influence, hedonic motivation and novelty value were positively associated with performance expectancy, while social influence and perceived humanness were positively associated with effort expectancy. Cognitive factors were indirectly linked to acceptance outcomes through serial mediation pathways involving expectancy judgements and cognitive/affective attitudes. Additionally, digital awareness was positively associated with willingness to use GenAI, while facilitating conditions were positively associated with objection to use. Perceived humanness of GenAI, a key cognitive factor, was positively associated with pre‐service teachers' effort expectancy toward its use; their high performance expectancy of GenAI in teaching was the key emotional predictor for positive acceptance. Conclusions provide theoretical basis and strategies for policymakers, managers, normal universities and developers to optimize GenAI's teaching application in China.