工程学生的看法和实际使用基于AI的数学工具来解决数学问题
Kimberly F Garcia1, Ardvin Kester S Ong2, Ma Janice J Gumasing3
1School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila 1002, Philippines; School of Graduate Studies, Mapúa University, 658 Muralla St., Intramuros, Manila 1002, Philippines.
Acta psychologica
|April 11, 2025
概括
工程学生采用人工智能数学工具,当他们有吸引力,高效,并融入学习习惯. 感知到的自主性并没有显著地影响采用,强调了在教育中接受工具的实际好处的重要性.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 工程教育 工程教育教育
背景情况:
- 人工智能工具正在改变教育,需要了解学生接受因素.
- 有限的研究存在于影响人工智能数学工具在工程学生采用的综合因素.
研究的目的:
- 评估影响工程学生采用感知和AI数学工具的学术使用的变量.
- 确定行为意图和技术使用的决定因素,以采用人工智能工具.
主要方法:
- 利用了技术接受和使用的统一理论 (UTAUT3),自决理论和信任.
- 结构方程建模分析了565名工程学生的数据.
主要成果:
- 享乐动机,感知能力,表现期望和习惯显著预测了行为意图和实际使用.
- 学生更喜欢引人入胜,高效,易于整合到学术程序中的AI工具.
- 感知到的自主性并不是一个重要的因素,表明重点是功能性而不是适应性.
结论:
- 人工智能数学工具更有可能被采用,当被认为有利于学业表现和整合到学习习惯时.
- 研究结果为有效开发和实施人工智能教育技术提供了洞察力.
- 人工智能数学工具应该被定位为补充资源,而不是取代解决问题的技能.
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