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了解学习者对人工智能介导的非正式数字英语学习的看法:一个Q方法方法方法

Miaoyue Xia¹, Shenglin Guo²

¹School of Foreign Studies, South China Agricultural University, China; 5A510, School of Foreign Studies, No. 483, Wushan Road, Tianhe District, Guangzhou, Guangdong, China.

Acta psychologica

|November 22, 2025

概括

人工智能介导的非正式数字英语学习 (AI-IDLE) 通过心理参与和感知到的有用性来增强语言学习. 关键因素包括互动参与,数字架构和感知价值,影响采用决策.

科学领域:

教育技术的教育技术
技术的心理学接受技术接受技术
应用语言学应用语言学

背景情况:

非正式的数字英语学习为传统课堂之外的语言学习提供了新的途径.
人工智能介导的非正式数字英语学习 (AI-IDLE) 通过解决学习便利性和心理需求,提供了独特的机会.
在AI-IDLE中理解技术接受需要检查心理过程,包括认知评估,情感经验和社会影响.

研究的目的:

调查中国大学生对AI-IDLE的看法和采用因素.
在AI-IDLE中探索行为意图背后的心理机制.
为了更深入地分析,将技术接受和使用的扩展统一理论 (UTAUT2) 与Q方法结合起来.

主要方法:

采用 Q 方法与 Q 排序任务,涉及34名中国大学生.
进行了回顾性访谈,以收集有关AI-IDLE经验的深入定性数据.
集成的UTAUT2构建与Q方法的发现,以分析技术接受因素.

主要成果:

确定了影响AI-IDLE参与的三个关键因素:交互式参与,双极维度 (数字化架构的采用者与外部受约束的怀疑者),以及感知到的有用性和易用性.
由人机互动驱动的交互互动,积极影响情感体验和使用AI-IDLE的意图.
该研究扩展了UTAUT2,将价格价值重新置于教育技术的更广泛的成本价值视角中.

结论:

人工智能IDLE的采用是由互动参与,数字社区和支持系统的影响以及人工智能工具的感知实用性所塑造的.
学习者的收养决定受到内在心理因素和外在社会和环境支持的结合的影响.
结果为学生和教育工作者优化人工智能驱动的非正式英语学习环境提供了可操作的见解.

关键词:

人工智能聊天机器人技术接受和使用的扩展统一理论 (UTAUT2)非正式的数字英语学习 (IDLE)Q 方法论方法论

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