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Understanding secondary students' continuance intention to adopt AI-powered intelligent tutoring system for English
1Department of Educational Administration and Policy, The Chinese University of Hong Kong, Hong Kong, China.
Education and Information Technologies
|September 19, 2022
Summary
This study found that secondary students in China are more likely to continue using intelligent tutoring systems (ITS) for English learning if they perceive them as useful, enjoyable, and affordable. Ease of use indirectly impacts intention through perceived usefulness.
Area of Science:
- Educational Technology
- Human-Computer Interaction
- Applied Linguistics
Background:
- Intelligent Tutoring Systems (ITS) show effectiveness in language learning.
- Empirical research on secondary students' intention to use ITS for English is lacking.
Purpose of the Study:
- To predict secondary students' continuance intention and actual use of ITS for English learning.
- To extend the Technology Acceptance Model (TAM) for the K-12 English language domain.
Main Methods:
- Structural Equation Modeling (SEM) was used to test 15 hypotheses.
- Data collected from 528 senior secondary students in China.
Main Results:
- Perceived usefulness, price value, enjoyment, and facilitating conditions positively influenced continuance intention.
- Perceived ease of use indirectly affected intention via perceived usefulness.
- Anxiety negatively predicted intention, while learning goal orientation showed a positive association.
- Continuance intention strongly predicted actual ITS use.
Conclusions:
- The extended TAM effectively explains secondary students' intention to use ITS for English learning.
- Findings offer insights for developing and implementing effective ITS in K-12 education.
- The model provides a strong basis for future research in educational technology adoption.
Keywords:
Actual useContinuance intentionEnglish learningIntelligent tutoring systemMotivationStructural equation modelingTechnology acceptanceMore Related Videos
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