ArticleJournal of Yeungnam medical science2026
Mediating effect of technostress on the relationship between artificial intelligence literacy and attitude toward digital technology among health profession students: a structural equation modeling approach.
Article in Journal of Yeungnam medical science, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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Who cites it
2 citing papers in PubMed.
- Artificial intelligence readiness and its association with artificial intelligence literacy among Chinese medical students: a latent profile analysis.Frontiers in public health · 2026Article
- AI health literacy as a foundation for responsible AI in healthcare: a framework for trustworthy implementation.Frontiers in digital health · 2026Review
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Authors and funding
5 authors.
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Abstract
backgroundThis study aimed to examine the effect of artificial intelligence (AI) literacy on attitudes toward digital technology and the mediating effect of technostress on this relationship among health profession students.
methodsAn online survey was conducted from May to October 2025 with 1,314 students enrolled in medical schools, nursing schools, dental schools, and graduate schools of dentistry nationwide. Structural equation modeling and bootstrapping analyses were performed.
resultsThe analysis revealed that AI literacy significantly reduced technostress and enhanced attitudes toward digital technology. Technostress also had a negative effect on attitudes toward digital technology, and a partial mediating effect was identified in the relationship between AI literacy and attitudes toward digital technology. In other words, higher levels of AI literacy were associated with lower technostress, which, in turn, led to more positive attitudes toward digital technology. Multigroup analysis further showed that the effect of AI literacy on technostress differed across majors, being significant for medical and nursing students, but not for dental students.
conclusionThis study confirmed that improving AI literacy reduces technology-related stress and promotes positive attitudes toward digital technology. These findings suggest the need for AI and digital technology education designs that consider the psychological factors of learners in medical education. Furthermore, the observed group differences suggest that AI literacy may function differently depending on discipline-specific technological and educational contexts.
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