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影响希腊教师接受教育人工智能工具的因素-结构方程建模研究

Katerina Velli¹, Kostas Zafiropoulos¹

¹Department of Educational & Social Policy, University of Macedonia, 546 36 Thessaloniki, Greece.

European journal of investigation in health, psychology and education

|September 27, 2024

概括

教师教师教师的教师

科学领域:

教育技术的教育技术.
教育中的人工智能
教师专业发展教师专业发展

背景情况:

人工智能工具在教育中的整合 (EAIT) 是一个日益增长的学术和社会政治讨论领域.
了解教师接受对于开发教育中人工智能的有效教学框架至关重要.
像TAM和UTAUT这样的现有模型提供了基础,但需要增加诸如信任和创新等因素.

研究的目的:

调查影响希腊教师接受和使用教育AI工具 (EAIT) 的行为意图的关键因素.
开发和验证一个概念模型,将技术接受结构与信任,创新和教学信念相结合.
为教育环境中负责任地采用人工智能的教学框架的创建提供信息.

主要方法:

对342名希腊教师进行了定量调查.
通过结合技术接受模型 (TAM) 和技术接受和使用统一理论 (UTAUT) 的构造,开发了一个概念模型.
部分最小平方结构方程建模 (PLS-SEM) 用于评估拟议的模型.

主要成果:

感知到的有用性是教师使用EAIT的意图最重要的预测因素.
社会影响力和个人创新能力也被发现对EAIT的接受有重大影响.
虽然建设主义信念没有直接影响接受,但持有这些信念的教师认为EAIT更有用和值得信赖.
信任对感知到的有用性产生了积极的影响,创新性对有用性和易用性产生了积极影响.

结论:

对于教师采用教育AI工具来说,感知到的有用性至关重要.
社会影响力,个人创新能力和信任是介导EAIT接受的关键因素.
虽然直接联系并不显而易见,但建设主义的教学信仰与对EAIT有用性和可信度的积极看法有关,这表明了整合的间接途径.

关键词:

希腊希腊希腊希腊希腊希腊在 PLS SEM 中.教育人工智能工具 (EAIT)促进条件的条件.教学信仰的教学信念.感知到的使用方便性.感知到的信任信任的感知感知到的有用性个人创新能力个人创新能力社会影响力社会影响力教师教师的教师教师的教师教师的教师.

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