在教育中的青少年中采用AI:将UTAUT2扩展到心理和上下文因素
Luca Ballestra Caffaratti1, Claudio Longobardi2, Laura Badenes-Ribera1
1Department of Methodology of Behavioral Sciences, Faculty of Psychology and Speech Therapy, Universitat de València, València, Spain.
Frontiers in artificial intelligence
|September 24, 2025
概括
意大利高中生意大利高中生
科学领域:
- 教育技术的教育技术
- 人与计算机的交互
- 青少年心理学 青少年心理学
背景情况:
- 了解影响青少年采用人工智能 (AI) 的因素对于有效的教育融合至关重要.
- 现有的技术接受模式需要适应,以考虑到年轻用户的特定心理和行为模式.
- 问题性互联网使用 (PIU) 和对人工智能的态度 (ATAI) 是影响学生对人工智能的参与的潜在关键因素.
研究的目的:
- 研究意大利高中生采用人工智能和习惯性使用的心理和上下文决定因素.
- 通过将PIU和ATAI纳入技术接受和使用的统一理论2 (UTAUT2) 的扩展.
- 在教育环境中识别AI习惯形成和行为意图的预测因素.
主要方法:
- 一项涉及933名意大利高中生 (Mage = 16.20) 的相关研究.
- 在UTAUT2维度,心理特征,AI使用模式,PIU和ATAI上收集的调查数据.
- 使用了确认因素分析 (CFA) 和多重回归分析.
主要成果:
- 绩效预期,社会影响力,快乐的动机和与学业相关的AI使用显著预测了AI的习惯和行为意图.
- 问题性互联网使用 (PIU) 与习惯性人工智能使用有着密切的联系,这表明潜在的溢出效应.
- 对人工智能的态度 (ATAI) 影响了最初的行为意图,但没有持续的习惯性使用;人口因素也发挥了作用.
结论:
- 青少年的人工智能参与受到动机信念,强迫倾向和上下文因素的结合的影响.
- 调整后的UTAUT2模型为理解教育环境中人工智能采用提供了更全面的框架.
- 干预措施应侧重于促进平衡,知情地使用人工智能,并解决学生潜在的强迫行为.
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