Artificial Intelligence-Driven Digital Influence and Its Impact on Junk Food Consumption Among Youth

Authors

  • Renuka K K
  • Dharmendra H
  • Vineeth P
  • Samanvitha C

DOI:

https://doi.org/10.51483/IJAIML.2874

Keywords:

Artificial Intelligence, Junk Food Consumption, Technology Acceptance Model, Purchase Intention.

Abstract

This study examines the influence of Artificial Intelligence applications and AI-driven marketing activities on junk food purchase intention among youth. The research design embraced in the study is quantitative research based on a structured questionnaire, which is measured on a five-point Likert scale. Constructs used in the conceptual framework combine those of the Technology Acceptance Model, Theory of Planned Behaviour, and Social Cognitive Theory. Among the key variables, one will find exposure and AI knowledge, AI-driven socialization and food marketing power, apparent usefulness, apparent ease of use, and intention to purchase junk foods. Structural Equation Modelling (SEM) will be used as the method of data analysis to test the hypotheses and investigate the mediating relationships based on the data that the researchers received from the youth respondents. The study found that digital influence could not be simply a question of technological exposure, but a complex psychological process that is guided by Perceived Usefulness (PU). The results also show that, although the youth are extremely exposed to marketing based on AI, the exposure does not directly translate into purchase intentions. Instead, it has to be filtered on a perception of utility first. The results present information to policymakers, medical practitioners, and marketers in terms of the ethical implications of AI-based marketing to influence the dietary patterns of the youth.

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Published

2026-09-24

How to Cite

K K, R., H, D., P, V., & C, S. (2026). Artificial Intelligence-Driven Digital Influence and Its Impact on Junk Food Consumption Among Youth. International Journal of Artificial Intelligence and Machine Learning, 6(3), 1654–1667. https://doi.org/10.51483/IJAIML.2874