Abstract
This study investigates factors influencing learning design professionals’ acceptance and use of large language models (LLMs) as design tools. As these professionals face escalating role complexity and pressures in meeting the growing demand for scalable, quality education, LLMs present a promising avenue of support. However, LLM adoption dynamics remain underexplored. This study addresses this gap by extending the Unified Theory of Acceptance and Use of Technology 3 (UTAUT-3), incorporating two dimensions of trust. A validated questionnaire was administered to 203 learning design professionals spanning 24 countries. Structural equation modelling (SEM) revealed that performance expectancy and trust in LLM providers significantly influenced behavioural intention, while facilitating conditions, habit, and behavioural intention significantly impacted LLM use. These findings highlight that the perceived benefits of enhanced productivity and efficacy, coupled with the trustworthiness of LLM developers, play a pivotal role in motivating learning design professionals to adopt LLMs. However, the consistent and sustained use of LLMs hinges on the presence of adequate support mechanisms and the formation of user habits. This study offers practical insights for promoting the integration of LLMs in the learning design context while advancing theoretical understanding of emerging technology acceptance.