Higher education is examining artificial intelligence (AI) as a key to increasing productivity and efficiency as colleges race to remain relevant and competitive in a rapidly evolving industry. With the increase of students taking online classes, professors are looking for solutions to help maintain integrity with their testing remotely. AI has been touted as a potential solution to this problem with new online proctoring systems. However, integrating AI into the classroom has drastically altered the testing experience, which has been met with mixed student reviews. To date, limited studies examine students' perceptions of AI-controlled online proctoring services used in their classes. Using the General Extended Technology Acceptance Model for E-learning (GETAMEL) as a foundation, we will explore how student satisfaction is affected by Artificial Intelligence-controlled Online Proctoring Systems in the classroom. This study extends our understanding of the role of AI in higher education classrooms, including student acceptance of technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]