扩大基于TAM的AI驱动的ChatGPT的接受,以支持教育中的元认知自我调节学习:一项混合方法研究
Nisar Ahmed Dahri1, Noraffandy Yahaya1, Waleed Mugahed Al-Rahmi1
1Faculty of Social Sciences and Humanities, School of Education, University Teknologi Malaysia, UTM Sukadi, Johor, 81310, Malaysia.
Heliyon
|April 17, 2024
概括
学术界高度接受ChatGPT的元认知自我调节学习 (MSRL),由人工智能的实用性和个人能力等因素驱动. 这项技术显示了提高教育实践和教师培训的潜力.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 学习科学 学习科学
背景情况:
- 人们越来越关注ChatGPT作为一种超认知学习工具.
- 需要全面了解AI在学术环境中的接受.
- 对影响ChatGPT采用Metacognitive Self-Regulated Learning (MSRL) 的因素进行有限的研究.
研究的目的:
- 探索ChatGPT作为MSRL在学术界的工具的接受程度.
- 确定影响在高等教育中采用ChatGPT的关键因素.
- 评估MSRL对使用ChatGPT的意图的影响.
主要方法:
- 一项涉及300名教师的混合方法研究.
- 基于ChatGPT的场景学习活动.
- 基于技术接受模型的问卷.
- 结构方程建模 (SEM). 结构方程建模.
- 后反思会议,半结构面试和记录分析.
主要成果:
- 观察到ChatGPT对MSRL的接受度很高.
- 重要影响因素包括个人能力,社会影响力,感知AI的有用性,享受,信任,AI智能和积极态度.
- SEM分析证实了这些因素对使用意向的影响.
- 定性数据表明,人们对ChatGPT作为教育工具的看法是积极的.
结论:
- 学术界积极接受ChatGPT,以提高MSRL.
- 诸如感知到的有用性,信任和社会影响等因素对于AI在教育中的采用至关重要.
- 这些发现对教师培训计划和AI在教育环境中的整合有影响.
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