Indonesia Exploring the Influence of Personality Traits on Students’ Adoption of Artificial Intelligence for Literature Appreciation

Siti Zarikh Sofiah Abu Bakar, Zuraidah Sumery, Norhafizah Amir, Dia Widyawati Amat, Diana Othman, Haniza Sarijari, Renda LestariNon-Scopus1 Januari 2026Afiliasi: ID, MY

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Learning literature requires deep and creative analysis to support an in-depth understanding of a literary work. However, most current students are challenged by that idea because their dependency on technology is extremely high, which invites Artificial Intelligence (AI) into the picture. As students’ demographic backgrounds and psychological experiences shape their personality traits, their perceptions and reliance on AI may vary accordingly. Therefore, this study intends to investigate the potential relationship between students’ personality traits; introversion, extroversion, ambiversion, and omniversion and their adoption of artificial intelligence in completing their literature appreciation assignments. A quantitative approach was used to obtain the data; questionnaires. The study used purposive sampling of 36 Diploma in English for Professional Communication (LG120) UiTM Cawangan Johor (UiTMCJ) students who had taken the Literature (ALS103) subject in Semester 1. Data were collected through a structured questionnaire comprising eight sections, including a declaration of personality traits. The quantitative data obtained from the questionnaires were analysed using SPSS; the Chi-square and One-Way ANOVA tests were applied to assess the relationship between personality traits and students’ perception and dependency on AI in completing their literature appreciation assignments. Since previous literature revealed a significant relationship between roughly comparable variables, this study anticipates uncovering parallel findings within the present context. Findings are expected to provide insights into how personality differences influence AI adoption in literary studies, contributing to pedagogical strategies that balance technological support with critical and creative engagement in literature learning.

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