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Journal of Scientific Information Research

Keywords

young scholars, AIGC usage willingness, grounded theory, fuzzy set qualitative comparative analysis, TOE, research lifecycle

Abstract

[Purpose/significance] Clarifying the influencing factors of young scholars' willingness to use AIGC and its path of action,then making effective enhancement strategies,would help to further expand the application of AIGC in academic writing.

[Method/process] This paper combs through the studies on AIGC information behavior, and identifies TOE(Technology-Organization-Envifonment，TOE) theory and research life cycle theory as the base theory. Semi-structured interviews were conducted for procedural grounded theory coding. Then, a questionnaire survey and qualitative comparative analysis using fuzzy sets were conducted to obtain the influencing factors grouping path.

[Result/conclusion] Five factors, induding content quality, system quality, perceived risk, expectation confirmation, and group norms, together constitute an influential model of willingness to use AIGC in young scholars' academic writing. The group norms analysis produces three paths of high-level willingness to use: system-dominant, expectation-group double-dominant, and content-expectation double-dominant paths. Strategies are proposed to improve the willingness to use AIGC in young scholars' academic paper writing, including improving the quality of content and optimizing the platform system at the technical level, improving the literacy of AI-use and managing expectations at the individual level, and accelerating the formation of norms and encouraging publicity and guidance at the environmental level.

First Page

93

Last Page

100

Submission Date

12-Nov-2024

Revision Date

06-Jan-2025

Acceptance Date

26-Jan-2025

Published Date

01-Jul-2025

Reference

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Digital Object Identifier (DOI)

10.19809/j.cnki.kjqbyj.2025.03.009

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