影响大学教师在课堂教学中采用生成人工智能的因素:使用SPSS PROCESS宏的实证研究
Yong Xiang1, Chenxin Yang1, Zhigang Jin1
1School of Civil Engineering, Architecture, Environment, Xihua University, Chengdu, China.
PloS one
|August 20, 2025
概括
教师们
科学领域:
- 教育技术
- 高等教育教学
- 教育中的人工智能
背景情况:
- 高等教育面临人工智能产生的挑战.
- 教师采用AIGC对于教育进步至关重要.
- 社会认知理论为分析技术采用提供了一个框架.
研究的目的:
- 探索影响大学教师采用AIGC的因素.
- 调查自我效能,结果预期和环境因素的作用.
- 为促进AIGC在高等教育中的融入提供经验证据.
主要方法:
- 在中国42所大学收集的调查数据.
- 基于社会认知理论的结构方程建模 (SEM).
- 使用SPSS软件进行部分最小平方 (PLS) 分析.
主要成果:
- 自我效能很大程度上影响了教师采用AIGC的意愿.
- 更高的结果预期放大了自我效能的积极影响.
- 外部环境因素和自我改进能力增强了自我效能的影响.
结论:
- 自我效能是大学教师采用AIGC的主要驱动力.
- 干预措施应侧重于提高自我效能和积极结果的期望.
- 政策和行政支持对于成功的AIGC整合至关重要.
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