Abstract

This study investigates the impact of technology adoption—specifically AI Tools, Decision Support Systems (DSS), and Learning Management Systems (LMS)—on higher education. As these technologies reshape educational paradigms, understanding their effects on learning performance, satisfaction, and the adoption and usage of these tools is critical. The research aims to empirically examine the relationships between technology adoption, self-efficacy, and key educational outcomes. It explores the direct effects of AI Tools, DSS, and LMS on learning performance and satisfaction, as well as the role of self-efficacy as a mediator. Utilizing a quantitative approach, the study collected data from 356 students via a distributed questionnaire. Variables measured include technology adoption, self-efficacy, learning performance, satisfaction, and adoption and usage of educational tools. Data analysis was conducted using SPSS and Origin, incorporating regression, mediation, and moderation analyses. The study found significant positive effects of technology adoption on learning performance (β = 0.45, p < 0.01), satisfaction (β = 0.40, p < 0.01), and adoption and usage (β = 0.50, p < 0.01). Self-efficacy significantly mediated these relationships, indicating that higher confidence in using technology enhances its benefits. This research extends Bandura's social cognitive theory by empirically validating the mediating role of self-efficacy in technology adoption within educational contexts. The findings provide actionable insights for educators and policymakers, suggesting that boosting students' confidence in using technology can amplify its positive effects on learning outcomes.