人工智能接受和中国EFL学习者的行为参与与激励的调解效应
Qiufen Wang1,2, Mansour Amini3, Ziqiang Fu4
1School of Languages, Literacies and Translation, Universiti Sains Malaysia, Penang, 11800, Malaysia.
Scientific reports
|September 26, 2025
概括
学习者学习者学习者
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 获得第二语言的学习.
背景情况:
- 人工智能 (AI) 越来越多地用于教育,需要研究其对学生参与度的影响.
- 了解学习者的动机是教育环境中有效整合人工智能的关键.
研究的目的:
- 调查人工智能工具的接受如何影响英语作为外语 (EFL) 的中国学习者的行为参与.
- 检查人工智能接受背后的激励机制及其对EFL学习者参与度的影响.
主要方法:
- 对654名大学生进行了横截面调查.
- 使用结构方程建模 (SEM) 和引导调解分析来分析数据.
- 该研究整合了自决理论和技术接受和使用的统一理论.
主要成果:
- 人工智能接受度积极预测了动机,这反过来又大大预测了参与度.
- 观察到人工智能接受对参与的直接积极影响.
- 人工智能接受对行为参与的间接影响是显著的,特别是通过自我满意和自我效能.
结论:
- 培养自主动机对于将积极的AI感知转化为积极的学习行为至关重要.
- 以学习者为中心的AI整合,在激励教学的支持下,对于最大限度地发挥AI的教育潜力至关重要.
- 研究结果支持使用人工智能通过动机支持方法来增强EFL学习.
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