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<p>Trust in artificial intelligence (AI) has emerged as a critical factor influencing students’ interactions with AI-supported learning environments. However, validated instruments for measuring student trust in AI within educational contexts remain limited. This study developed and validated a multidimensional scale to assess student trust in AI systems in online distance education. Scale development followed a sequential multi-stage design, including item generation based on literature review, expert evaluation for content validity, and psychometric validation through exploratory and confirmatory factor analyses. A total of 837 distance learning students participated in the study (EFA = 412; CFA = 307; validation sample = 118). Exploratory factor analysis supported a five-factor structure explaining 63.20% of the total variance. Confirmatory factor analysis with an independent sample indicated good model fit (<InlineEquation ID="IEq1"> <EquationSource Format="TEX">\(\chi ^{2}\)</EquationSource> </InlineEquation>/df = 2.17; CFI = .95; TLI = .94; RMSEA = .06). The scale demonstrated high internal consistency (<InlineEquation ID="IEq2"> <EquationSource Format="TEX">\(\alpha \)</EquationSource> </InlineEquation> = .94; <InlineEquation ID="IEq3"> <EquationSource Format="TEX">\(\omega \)</EquationSource> </InlineEquation> = .94). Multi-group confirmatory factor analysis supported metric invariance across gender, indicating comparable measurement across groups. No significant gender differences were observed, and trust in AI was not significantly associated with grade point average or system engagement frequency. These results suggest that trust represents a distinct perception that may influence how students engage with AI-supported learning environments. The resulting 21-item scale provides a reliable instrument for investigating student trust in AI and offers practical implications for the design and implementation of AI-supported learning in higher education.</p>

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Trust in AI: scale development and validation for online distance learners

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月7日

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  • Ayşin Gaye Üstün,
  • Mehmet Yavuz,
  • Bünyami Kayalı,
  • Hasan Uçar,
  • Erdem Erdoğdu,
  • Aras Bozkurt

摘要

Trust in artificial intelligence (AI) has emerged as a critical factor influencing students’ interactions with AI-supported learning environments. However, validated instruments for measuring student trust in AI within educational contexts remain limited. This study developed and validated a multidimensional scale to assess student trust in AI systems in online distance education. Scale development followed a sequential multi-stage design, including item generation based on literature review, expert evaluation for content validity, and psychometric validation through exploratory and confirmatory factor analyses. A total of 837 distance learning students participated in the study (EFA = 412; CFA = 307; validation sample = 118). Exploratory factor analysis supported a five-factor structure explaining 63.20% of the total variance. Confirmatory factor analysis with an independent sample indicated good model fit ( \(\chi ^{2}\) /df = 2.17; CFI = .95; TLI = .94; RMSEA = .06). The scale demonstrated high internal consistency ( \(\alpha \) = .94; \(\omega \) = .94). Multi-group confirmatory factor analysis supported metric invariance across gender, indicating comparable measurement across groups. No significant gender differences were observed, and trust in AI was not significantly associated with grade point average or system engagement frequency. These results suggest that trust represents a distinct perception that may influence how students engage with AI-supported learning environments. The resulting 21-item scale provides a reliable instrument for investigating student trust in AI and offers practical implications for the design and implementation of AI-supported learning in higher education.