Artificial intelligence technology has emerged as a crucial force driving social change. Integrating high-level science and technology into the field of education holds great significance and actively introducing AI technology for teaching and educating people can promote the practical application of scientific and technological achievements in educational scenarios. This study explores the analysis of the acceptance and influence mechanism of AI counselors in service scenarios. We propose a conceptual model for influencing student acceptance, and analyze the factors influencing the differences in student users’ acceptance of AI counselors through three questionnaires. This study proves that students are more inclined to accept AI counselors in cognitive-analytical scenarios compared to affective-social service scenarios. At the same time, AI counselors cause differences in acceptance by influencing students’ sense of control in different service scenarios. The study further examines the moderating role. When students are in a high social anxiety state, they are more willing to accept the AI counselor in an affective-social state. Through this study, it is expected to uncover the key factors influencing students’ acceptance of AI counselors and provide a theoretical basis and practical guidance for the design and optimization of future AI counselors.