Abstract
As artificial intelligence (AI) technology becomes increasingly integrated into education, understanding the theoretical mechanisms that drive university students to adopt new learning behaviors through these tools is essential. This study extends the Expectation-Confirmation Model (ECM) by incorporating both cognitive and affective variables to examine students' current AI usage and their future expectations. The model includes intrinsic and extrinsic motivations, focusing on three key factors: positive emotions, digital efficacy, and willingness for autonomous learning. A survey of 721 valid responses revealed that positive emotions, digital efficacy, and satisfaction significantly influence continued AI usage, with positive emotions being particularly critical. Digital efficacy and perceived usefulness also impact satisfaction, but long-term usage intentions are more effectively driven by positive emotions. Furthermore, digital efficacy strongly affects the willingness for autonomous learning. Therefore, higher education institutions should promote AI technology, enhance students' expectation-confirmation levels, and emphasize positive emotional experiences during AI use. Adopting a "human-machine symbiosis" model can foster active learning, personalized learning pathways, and the development of students' digital efficacy and innovation capabilities.