外国语言教育采用GenAI的心理决定因素:扩展UTAUT2模型和情绪分析方法
Frontiers in psychology
|January 26, 2026
概括
在教育中采用生成人工智能 (GenAI) 是复杂的. 人工智能焦虑显著阻碍了行为意图,突出了对心理调整的人工智能工具的需求.
科学领域:
- 教育技术的教育技术
- 人工智能的人工智能
- 心理学 心理学 心理学
背景情况:
- 在外语教育中采用生成人工智能 (GenAI) 呈现了一个范式的转变.
- 像UTAUT2这样的现有技术采用模型不能完全捕捉独特的人类-AI交互的心理因素.
- 了解心理障碍对于有效的GenAI集成至关重要.
研究的目的:
- 引入和验证人工智能焦虑的构造在人类-人工智能合作学习的背景下.
- 调查影响在教育环境中采用GenAI的心理因素.
- 分析人工智能焦虑,技术接受因素和行为意图之间的关系.
主要方法:
- 使用结构方程建模 (SEM) 来分析632名参与者的调查数据.
- 对在线评论进行了情绪分析,以补充定量调查结果.
- 该研究检查了诸如绩效预期,努力预期,社会影响,AI焦虑和习惯等因素.
主要成果:
- 绩效预期,努力预期和社会影响与行为意图正相关.
- 人工智能焦虑和习惯对行为意图产生了显著的负面影响.
- 情绪分析证实了公众的情绪,包括焦虑和复杂性,围绕着人工智能采用.
结论:
- 基因人工智能在学习中的整合是一种复杂的心理互动,而不仅仅是功能性的.
- 人工智能焦虑是对采用GenAI工具产生负面影响的关键因素.
- 未来的人工智能工具开发必须优先考虑心理调整与技术复杂性一起,以成功实施教育.
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