中东地区的生成人工智能接受,焦虑和行为意图:基于TAM的结构方程建模方法
Mona Gamal Mohamed1, Polat Goktas2, Shimaa Abdelrahim Khalaf3,4
1Adult Health Nursing. RAK College of Nursing, RAK Medical and Health Sciences University, Al Qusaidat, Near RAK Hospital, PO Box: 11172, Ras Al-Khaimah, UAE. mona@rakmhsu.ac.ae.
BMC nursing
|July 2, 2025
概括
中东护理学生对生成人工智能 (GenAI) 的接受受到了绩效预期,努力预期,促进条件和社会影响的影响. 减少焦虑对于促进在护理教育中采用GenAI至关重要.
科学领域:
- 护理教育 护理教育
- 医疗保健中的人工智能
- 教育技术的教育技术
背景情况:
- 生成型人工智能 (GenAI) 的采用正在改变教育,但中东的护理学生对其接受度和相关焦虑的研究不足.
- 这项研究通过整合促进条件 (FC) 和社会影响 (SI) 来扩展技术接受模型 (TAM),并检查焦虑对使用行为意图 (BIU) GenAI工具的缓解效应.
研究的目的:
- 调查影响护理学生使用GenAI工具的行为意图的因素.
- 检查焦虑在接受GenAI在护理学生中的调节作用.
- 为文化定制的干预提供见解,促进人工智能在护理教育中的整合.
主要方法:
- 在埃及,约旦,沙特阿拉伯和也门的1,055名本科护理学生进行了横截面调查.
- 结构方程建模 (SEM) 用于分析TAM构造 (性能预期,努力预期,FC,SI),BIU和焦虑之间的关系.
- 数据采集使用经过验证的GenAI接受度和AI焦虑度量表,并使用SPSS和Python进行分析.
主要成果:
- 塔姆构造和焦虑解释了75.09%的差异在GenAI的护理学生的BIU.
- 对BIU的显著积极预测因素包括业绩预期 (PE),努力预期 (EE),FC和SI.
- 焦虑对BIU表现出最强的缓解作用 (β=0.552,p<0.001),突出了其关键作用. 性别,学习年份和技术访问也影响了接受和焦虑.
结论:
- 减少焦虑和加强支持系统对于促进护理学生接受GenAI至关重要.
- 结果为开发文化敏感的教育干预提供了可行的策略,以有效地将AI纳入护理课程.
- 该研究强调了解决学生焦虑的重要性,以促进在医疗保健教育中采用新兴技术.
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