相关实验视频
交互场景对EFL学习者的技术接受和愿意与AI沟通的影响
Zheng Cui1, Hua Yang2, Hao Xu3
1School of Foreign Studies, Northeastern University, Shenyang 110819, China.
Behavioral sciences (Basel, Switzerland)
|October 29, 2025
概括
互动场景显著影响中国EFL学习者的AI接受度和沟通意愿. 事实检索任务被优先考虑,而复杂的交互表明有用性并不能保证通信,突出了场景特定的设计需求.
科学领域:
- 教育技术的教育技术
- 获得第二语言的学习.
- 人与计算机的交互
背景情况:
- 社会文化理论为理解教育中的技术采用提供了一个框架.
- 技术接受模型 (TAM) 和沟通意愿 (WTC) 是数字学习研究中的关键构造.
- 人工智能作为语言学习中的沟通支架的作用需要超越一般可用性的细微调查.
研究的目的:
- 检查不同交互场景如何影响中国EFL学习者对AI有用性 (PU) 和易用性 (PEU) 的看法.
- 评估这些场景对学习者与人工智能 (AI-WTC) 沟通意愿的影响.
- 开发一个情景敏感的框架,用于在语言教育中整合人工智能.
主要方法:
- 对367名中国大学的EFL学生进行了基于场景的问卷调查.
- 从经验上得出了四种不同的互动场景:咨询,技能支持,知识调查和事实检索.
- 使用邦费罗尼特工后测试的重复测量ANOVA分析了不同情景中的PU,PEU和AI-WTC的差异.
主要成果:
- 对于感知到的有用性,感知到的易用性和愿意沟通,发现了显著的场景效应,效应大小小到中等.
- 事实信息检索场景获得了最高的评分,而学术知识查询和语言技能支持场景获得了最低的评分.
- 在复杂的场景中,感知到的有用性并不总是与沟通意愿相关,特别是在咨询互动场景中.
结论:
- 人工智能作为沟通支架的有效性是共同构建的,并取决于特定场景的承受能力和约束.
- 仅仅是感知到的有用性是不足以维持在苛刻的交互环境中的参与.
- 差异化,情景敏感的人工智能介导的语言任务对于EFL有效的教学设计至关重要.
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