Document Type
Article
Date of Original Version
7-29-2026
Abstract
Generative artificial intelligence (AI) has transformed how students encounter, evaluate, and use digital information. However, research has largely examined AI adoption and acceptance rather than how AI-generated media shapes trust, reliance, decision-making, and responsible digital engagement. This study examines AI-generated media engagement as a media and information literacy issue through an extended Uses and Gratifications Theory perspective, recognizing AI interaction as a hybrid process shaped by student motivations and algorithmically influenced exposure. Using responses from 220 undergraduate Business students in Cebu, Philippines, this quantitative study employed correlation and regression analyses to examine relationships among AI-driven media exposure, student engagement, trust in AI-generated content, content reliance, decision-making behavior, and responsible digital engagement. Findings reveal two complementary patterns: a reliance-oriented pattern involving trust, content reliance, and decision-related use, and a responsibility-oriented pattern involving engagement and responsible digital practices. The study contributes to AI media literacy by demonstrating that meaningful AI engagement requires critical evaluation, appropriate trust, verification practices, and responsible judgment.
Keywords: AI literacy; AI-generated media; media literacy education; student engagement; responsible digital engagement
Recommended Citation
INFORMATION REMOVED, AUTHOR, "From Exposure to Action: AI-Generated Media, Student Trust, Content Reliance, and Responsible Digital Engagement in Higher Education" (2026). JMLE Submissions Open for Review. Paper 5.
https://digitalcommons.uri.edu/jmle-ofr/5