在外语教育中,生成性AI被接受的多维决定因素
1School of Foreign Studies, Zhongnan University of Economics and Law, Wuhan, China.
Scientific reports
|January 19, 2026
概括
在中国外语学习者中,生成人工智能 (GenAI) 的接受受到了表现期望和社会因素的影响. 实际使用取决于意图,情绪和AI素养,扩大技术接受模式.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 外语教学外语教学学
背景情况:
- 生成型人工智能 (GenAI) 正在改变教育,特别是外语 (FL) 学习.
- 研究一直专注于GenAI的有效性,忽视了学习者接受和使用.
- 技术接受和使用的统一理论 (UTAUT) 为理解技术采用提供了一个框架.
研究的目的:
- 调查影响中国FL学习者接受和使用GenAI的因素.
- 探索UTAUT构造,学习者人口统计,情绪,AI素养和AI自我有效性之间的关系.
- 在FL教育中采用GenAI的背景下,扩展UTAUT模型.
主要方法:
- 对409名中国FL学习者进行调查.
- 结构方程建模 (SEM) 用于分析变量之间的关系.
- 调节效应分析,以检查人口统计学 (性别,地区) 的影响.
主要成果:
- 绩效期望和社会影响力显著预测了行为意图.
- 行为意图,情绪,人工智能素养和人工智能自我有效性显著影响了实际使用.
- 在UTAUT模型中,性别和地区调节了特定路径.
结论:
- 这项研究验证并扩展了UTAUT模型,用于在FL学习中采用GenAI.
- 研究结果提供了对学习者接受新兴教育技术的理论见解.
- 对教育工作者和开发人员的实际影响,以加强GenAI在FL教学中的整合.
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