Satisfaction, Current Use, and Intention to Use the Intelligent Tutoring System in Higher Education Classrooms: A Mediating Analysis

Resumen

This study analyzes the relationship between satisfaction, intention to use, and current use of an Intelligent Tutoring System (ITS) through the empirical validation of the AIDET system, implemented at the Technological University of Santiago (UTESA), Dominican Republic. Using a structural model based on PLS-SEM, a sample of 280 university students was evaluated with the objective of confirming whether satisfaction directly influences system use, and whether this relationship is mediated by the intention to use. The results showed that satisfaction has a significant direct effect on the intention to use (R² = 0.793), and that intention to use, in turn, significantly and directly influences the current use of the system (R² = 0.598). However, satisfaction did not have a significant direct effect on current use, confirming the full mediation of the intention to use in this model. These findings contribute both to the theoretical framework of educational technology acceptance and to institutional practice, offering key guidelines for the design, implementation, and evaluation of ITS in automated higher education environments.