Asian Journal of Education and Social Studies

Students’ satisfaction with AI in education refers to the degree to which students feel positively about and we’re pleased with their experiences using artificial intelligence tools and technologies within their educational settings. This study was conducted to determine what was the mediating effect of technological diversity on the relationship between perceptions of ChatGPT and students’ satisfaction with AI tools in education at a local college in Davao del Norte. Data were gathered from the 353 college students. This study used stratified random sampling technique. This study utilized quantitative non-experimental research through a descriptive correlational design implies mediation analysis. The research employed modified measurement tools that underwent thorough verification for precision and applicability. The statistical tools used in this study were Mean, Pearson r, and Path Analysis. To ensure accuracy, the study employed three adapted survey questionnaires that were verified for content validity when collecting respondent data. The study findings demonstrated that technological diversity, perceptions of ChatGPT, and students’ satisfaction with ai tools in education have a descriptive level of high. Additionally, the three variables showed a notable and interconnected relationship. The study also demonstrated that technological diversity partially mediates the connection between students' perceptions of ChatGPT and their satisfaction with AI tools in education with a p<value of 0.000. The finding that technological diversity partially mediates the relationship between students' perceptions of ChatGPT and their satisfaction with AI tools in education implies that enhancing technological diversity within educational settings will likely improve student satisfaction with AI tools, even when considering students' positive perceptions of ChatGPT.