Bridging the AI Divide: A Comparative Study of AI Tool adoption among BBA Undergraduate and Postgraduate Students in Tamil Nadu
DOI:
https://doi.org/10.63300/arjst0505082026.02Keywords:
Artificial Intelligence, ChatGPT, Generational Differences, Technology Acceptance Model, BBA Students, Tamil Nadu, Student MotivationAbstract
The rapid diffusion of generative Artificial Intelligence (AI) tools such as ChatGPT, Google Gemini, and Microsoft Copilot has transformed the way management students approach learning, assignments, and career preparation. This study examines generational differences in the adoption of AI tools between undergraduate (BBA) and postgraduate business students in Tamil Nadu, drawing on the Technology Acceptance Model (TAM) as the guiding theoretical framework. A descriptive research design was adopted, and primary data were collected from a sample of 210 respondents (120 undergraduate and 90 postgraduate students) drawn from colleges and universities across Tamil Nadu using a structured questionnaire and convenience sampling. The data were analysed using percentage analysis, independent samples t-test, chi-square test, one-way ANOVA, and Karl Pearson correlation. The findings reveal that postgraduate students demonstrate significantly higher levels of AI tool adoption, perceived usefulness, and intrinsic motivation than undergraduate students, while academic level is significantly associated with the frequency of AI tool usage. Perceived usefulness was found to be positively and significantly correlated with behavioural intention to use AI tools. The study offers practical suggestions for educators and policymakers to design AI-integrated pedagogy that is sensitive to the differing motivational profiles of undergraduate and postgraduate learners.
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