影响中国数学教师在STEM教育中采用人工智能的因素
Wen Du1,2,3, Yiming Cao4,5, Muwen Tang6
1School of Mathematical Sciences, Beijing Normal University, Beijing, China. 202331130001@mail.bnu.edu.cn.
Scientific reports
|July 2, 2025
概括
中国的数学教师在STEM教育中采用人工智能 (AI),当他们认为AI是有益的和负担得起的. 努力和促进条件也推动了人工智能的使用,强调了人工智能集成的价值和可用性的重要性.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 在STEM教育方面.
背景情况:
- 人工智能 (AI) 在STEM教育中的整合正在迅速扩大.
- 了解教师对人工智能工具的采用对于有效实施至关重要.
- 现有的技术接受模式需要在特定的教育环境中对AI进行改进.
研究的目的:
- 适应技术的接受和使用的统一理论2 (UTAUT2) 的AI采用中国数学教师在STEM.
- 确定影响教师行为意图 (BI) 和人工智能工具实际使用行为 (UB) 的关键因素.
- 为促进更广泛的AI整合在数学STEM教育中提供见解.
主要方法:
- 来自中国各地503名现任数学教师的调查数据.
- 结构方程建模 (SEM) 用于分析精制的UTAUT2模型.
- 统计分析以确定各种因素对AI采用和使用的意义.
主要成果:
- 绩效预期 (PE),享乐动机 (HM) 和价格价值 (PV) 显著影响了行为意图 (BI).
- 努力预期 (EE),促进条件 (FC) 和价格价值 (PV) 显著影响了实际使用行为 (UB).
- 价格价值 (PV) 是行为意图和使用行为的关键因素.
结论:
- 数学教师采用人工智能是由感知到的好处,享受和成本效益驱动的.
- 诸如易用性和可用的支持等实际因素对于人工智能利用至关重要.
- 教师权衡人工智能工具的价值主张与所需的时间投资,强调需要可访问和有益的人工智能解决方案.
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