Qing Chen

The rapid development of Generative Artificial Intelligence (GenAI) in graduate education has changed human–AI interaction within knowledge-intensive environments, leading to important questions about user-side cognitive adaptation in probabilistic AI systems. While many studies focus on ethical implications, limited attention has been paid to the cognitive mechanisms underlying graduate students’ adoption of GenAI. Drawing on the Technology Acceptance Model (TAM), this study explores the cognitive and interactional mechanisms shaping graduate students’ adoption and usage of GenAI. Using thematic analysis of in-depth interviews with 20 graduate students from diverse academic backgrounds, the study identifies seven interrelated constructs: perceived usefulness, perceived ease of use, external environment, risk perception, attitude, behavioral intention, and interaction subjectivity. This study demonstrates that the adoption of GenAI is not merely a result of perceived efficiency but is shaped by cognitive calibration between trust and risk evaluation. Moreover, interaction subjectivity emerges as a metacognitive factor that determines whether engagement results in human–AI collaboration or passive automation. By integrating external environment, risk perception, and interaction subjectivity, this study provides a cognitively grounded framework for understanding human–AI adoption and interaction dynamics. Practically, the findings provide design-relevant insights for developing GenAI systems that support calibrated trust, uncertainty awareness, and adaptive cognitive participation.