消除迷雾:为什么个人犹不决接受人工智能教育服务?
Aiping Shao1,2, Zhi Lu3, Stephanie Q Liu4
1School of Educational Science, Beihua University, Jilin City, Jilin Province, China.
British journal of psychology (London, England : 1953)
|November 11, 2025
概括
当在父母参与和人工智能教育服务之间做出选择时,个人更喜欢父母参与. 这种偏好源于减少内和责任感,影响了对教育中人工智能的建议.
科学领域:
- 心理学 心理学 心理学
- 人与计算机的交互
- 教育技术的教育技术
背景情况:
- 人工智能 (AI) 正在迅速扩展到教育服务中,在人类 (家长) 和人工智能驱动的辅导之间进行选择.
- 了解AI-in-Education中的用户决策和偏好对于行业发展至关重要.
研究的目的:
- 调查个人在父母参与和人工智能教育服务之间进行选择时的决策过程.
- 确定影响偏好和下游行为的心理因素,例如愿意推.
主要方法:
- 在五项研究中采用了一种实验设计.
- 参与者的内,评价和推意愿被测量为父母参与和AI教育服务.
主要成果:
- 与人工智能教育服务相比,家长的参与导致的内感明显减少.
- 个人对父母的参与给予了更高的评价,并且更愿意推父母参与.
- 被认为的父母责任被确定为推动这些偏好的关键因素.
结论:
- 归因理论,特别是感知到的父母责任,解释了父母参与对AI教育服务的偏好.
- 内在的归属性和合规性对教育方法的口碑 (WOM) 有显著的影响.
- 调查结果为AI-in-Education从业人员提供了可操作的见解,以提高用户参与度和建议.
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