In today's digital age, the application of Artificial Intelligence Generated Content (AIGC) technology in the field of education is garnering increasing attention. Particularly in library services, the introduction of AIGC technology has revolutionized traditional methods of academic resource acquisition and knowledge sharing. This study focuses on the attitudes and continuous use intentions of history undergraduates towards AIGC Innovation Library, exploring the key factors influencing their acceptance of technology and ongoing usage. It was found that subjective cognition, reading preference, and experience sharing significantly positively impact students' perceived ease of use and perceived usefulness of AIGC services. Moreover, the substantial positive influence of perceived ease of use on perceived usefulness and continuous use intention further confirms these findings. These results are not only consistent with the existing Technology Acceptance Model (TAM) theory but also provide empirical data support for the application of AIGC Innovation Library. The conclusions of this study offer a new theoretical basis for understanding and promoting the application of AIGC technology in the field of education, particularly in the library environment, emphasizing how understanding users' subjective cognition, reading preferences, and experience sharing can enhance technology acceptance and continuous use intention.