人工智能在包容性教育中的可接受性:一项基于TAM2的研究,针对保育服务教师
Houda Amouri1, Samia Haroud1, Lynda Ouchaouka2
1Multidisciplinary Laboratory in Education Sciences and Training Engineering (LMSEIF), Hassan II University of Casablanca, Casablanca, Morocco.
Frontiers in artificial intelligence
|September 8, 2025
概括
预服务教师发现人工智能 (AI) 可以接受用于支持注意力缺陷多动症障碍 (ADHD) 的学生,当AI被认为是有用和易于使用时. 教师培训应整合人工智能素养,以实现包容性教育.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 特殊教育 特殊教育
背景情况:
- 人工智能整合对包容性教育越来越感兴趣.
- 人工智能有潜力支持注意力缺陷多动症障碍 (ADHD) 的学生.
- 教师的接受度对于成功采用人工智能至关重要.
研究的目的:
- 确定影响人工智能在预服务教师中被接受的因素.
- 专注于 ADHD 学生的教学背景.
- 了解摩洛哥教师培训中对人工智能工具的看法.
主要方法:
- 混合方法方法采用定量问卷和定性访谈.
- 基于技术接受模型2 (TAM 2).
- 在摩洛哥与服务前教师进行的研究.
主要成果:
- 感知到的有用性是人工智能接受度的主要驱动因素.
- 感知到的易用性,自愿性和主观规范也很重要.
- 人工智能在教学效率和差异化教学方面的潜力得到了强调.
结论:
- 数字素养和针对特殊需求的AI工具开发是必不可少的.
- 机构支持和用户友好的界面是关键的推动因素.
- 需要在教育中负责任地实施人工智能的伦理框架.
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