Awareness and Utilization of AI-Powered Referencing Tools and Research Engines among Science Teachers: An Analysis through the Technology Acceptance Model

Abstract

The rapid advancement of artificial intelligence (AI) has led to the development of AI-powered referencing tools that enhance academic writing and research processes. This study explores the awareness and utilization of these tools among 71 randomly sampled science educators in two selected higher education institutions in the Philippines.  Results revealed Google Scholar and Semantic Scholar are the most popular AI referencing and search engine tools, science educators generally have a positive perception of AI-powered referencing tools, particularly regarding their usefulness and the benefits they offer in enhancing academic referencing. However, there are usability challenges that need to be addressed, as mixed responses regarding ease of use indicate room for improvement in user experience. Gender differences in perceptions of usefulness and ease of use were noted, but both male and female educators ultimately shared similar attitudes and usage patterns once engaged with the tools. The uniform acceptance across age groups further suggests that these tools are widely valued, with strong correlations between ease of use, attitude, and actual usage reinforcing the critical role of user-friendly design in technology adoption. The findings imply that integrating user-friendly AI-powered referencing tools into science education can enhance academic writing efficiency, while highlighting the need for continuous improvement and consideration of diverse user experiences in both practice and theoretical frameworks of educational technology adoption.