通过学生感知到教师AI素养来增强学生创新:教育心理学中的行为分析视角
Wenbo Wang1, Tian Huang1, Yanbin Hu2
1College of Physical Education in Sichuan University, Chengdu, 610065, China.
BMC psychology
|January 6, 2026
概括
教师的人工智能 (AI) 识字提高了学生的创新和积极情绪. 组织支持进一步增强了这些积极影响,创造了更具参与度的学习环境.
科学领域:
- 教育心理学教育心理学
- 行为分析 行为分析
- 教育技术的教育技术
背景情况:
- 人工智能 (AI) 正在改变教育技术和教学方法.
- 了解人工智能对学生行为和参与的影响至关重要.
- 这项研究探讨了教师人工智能素养和学生创新之间的联系.
研究的目的:
- 调查学生对教师AI素养的看法如何影响他们的创新行为.
- 检查积极情绪在这种关系中的调解作用.
- 评估组织支持的缓解效应.
主要方法:
- 来自多所大学的分层随机抽样.
- 学生对教师AI素养,积极情绪,组织支持和创新行为的定量分析.
- 测试调解和调节假设.
主要成果:
- 学生对教师的认知 人工智能素养对学生的创新行为和积极情绪产生了积极的影响.
- 积极的情绪显著调解了教师人工智能素养和学生创新之间的关系.
- 组织支持放大了教师AI素养对学生成果的积极影响.
结论:
- 教师的人工智能能力对于培养引人入胜的学习环境和增强学生创新至关重要.
- 人工智能在教学中的整合可以改善学生的情绪和行为结果.
- 研究结果为人工智能驱动的教育策略和研究提供了实际见解.
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