人工智能作为语言教育中的辅助技术:研究TPACK,自我效能和组织支持
1School of Economics and Management, Hubei Engineering University, Xiaogan, China.
Disability and rehabilitation. Assistive technology
|September 23, 2025
概括
技术教学内容知识 (TPACK) 显著影响教师对人工智能 (AIA) 的接受,自我效能发挥着关键作用. 组织支持通过加强教师的能力,进一步加强人工智能集成.
科学领域:
- 教育技术的教育技术
- 人与计算机的交互
- 教育中的人工智能
背景情况:
- 技术教学内容知识 (TPACK) 对于在教学中有效整合技术至关重要.
- 了解影响人工智能接受 (AIA) 的因素对于其在高等教育中的成功采用至关重要.
- 在TPACK-AIA关系中,组织支持和自我有效性的调解角色需要进一步调查.
研究的目的:
- 检查中国大学英语教师中TPACK对AIA的影响.
- 调查TPACK-AIA关系中组织支持和自我效能的调解效应.
- 通过人机交互 (HCI) 和辅助技术的透视来重新定义TPACK,组织支持和自我效能.
主要方法:
- 使用结构方程建模 (SEM) 来分析153名大学英语教师的调查数据.
- 该研究研究了TPACK,组织支持,自我效能和AIA之间的直接和间接途径.
- 采用了整合HCI和辅助技术视角的跨学科方法.
主要成果:
- 发现TPACK可显著预测AIA,自我有效性作为关键调解者.
- 组织支持介绍了从AI-技术知识 (AI-TK) 到TPACK的途径,支持AI集成.
- 确定了三个关键路径:TPACK → AIA,AI-TK → 组织支持 → TPACK → AIA,以及TPACK → 自力效益 → AIA.
结论:
- 人工智能接受受到教师的知识,心理因素以及人类-人工智能合作的设计的影响.
- 整合人工智能作为辅助技术可以提高教学能力,可访问性和包容性教学.
- 人工智能培训计划应该将技术升级与强大的组织支持机制相结合.
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