教师-人工智能合作是否会提高教学参与度?
Lai-Jian Ding1, Jia-Min Li2, Bei-He Hui1
1Department of Physical Education, Zhejiang Sci-Tech University, Hangzhou 310018, China.
Behavioral sciences (Basel, Switzerland)
|July 29, 2025
概括
教师-人工智能合作通过提高技术自我效能来提高教学参与度. 感知到的组织支持进一步加强了这种联系,优化了AI在教育中的整合.
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 (AI) 在教育环境中的广泛整合.
- 人工智能对教学行为和实践的深刻影响.
- 需要了解教师-人工智能协作动态.
研究的目的:
- 检查教师-人工智能合作对教学参与的影响.
- 调查技术自我效能的调解作用.
- 探索感知到的组织支持的调节作用.
主要方法:
- 使用了资源保护理论框架.
- 通过在中国进行的一项调查收集经验数据.
- 测试了一个调节调解模型.
主要成果:
- 教师-人工智能合作积极预测教学参与.
- 技术自我效能调解了教师-人工智能合作和参与之间的关系.
- 感知到的组织支持可以缓和对技术自我效能的影响.
结论:
- 人工智能协作通过提高教师信心来提高教学参与度.
- 组织支持对于最大限度地提高人工智能对教师的积极影响至关重要.
- 研究结果为优化教育机构在AI采用方面提供了实用见解.
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