参与的调解作用在绩效预期,努力预期和学生使用ChatGPT的行为意图之间的关系中
Sultan Hammad Alshammari1, Sai Krishna2, Bushra Abdulkarim Alghamdi3
1Department of Educational Technology, College of Education, University of Ha'il, Saudi Arabia.
Acta psychologica
|January 27, 2026
概括
大学的学生大学生.
科学领域:
- 教育技术的教育技术
- 高等教育中的人工智能
- 人与计算机的交互
背景情况:
- 像ChatGPT这样的人工智能 (AI) 工具在学术环境中的快速整合需要了解用户采用因素.
- 现有的技术接受模式需要适应,以捕捉AI工具在教育中的使用细微差别.
- 学生使用人工智能学习的行为意图 (BI) 受到感知到的有用性和易用性的影响,但根本的心理机制尚未完全理解.
研究的目的:
- 调查影响大学生使用ChatGPT进行学术学习的行为意图 (BI) 的因素.
- 检查学习参与 (LE) 在绩效预期 (PE),努力预期 (EE) 和BI之间的调解作用.
- 通过将学习参与纳入人工智能采用背景,扩展技术接受和使用统一理论 (UTAUT).
主要方法:
- 量化,横截面研究涉及215名大学生.
- 从吉达大学的学生收集的数据.
- 使用AMOS的结构方程建模 (SEM) 分析了拟议的关系.
主要成果:
- 绩效预期 (PE) 和努力预期 (EE) 显著影响了学生与ChatGPT的学习参与 (LE),PE是更强的预测因素.
- PE和EE对使用ChatGPT的行为意图 (BI) 没有显著的直接影响.
- 学习参与 (LE) 对行为意图 (BI) 产生了强烈,显著的直接影响.
结论:
- 学习参与 (LE) 完全介绍了绩效预期 (PE) 和行为意图 (BI) 之间的关系,以及努力预期 (EE) 和BI之间的关系.
- 学生参与对于将感知到的好处转化为实际采用像ChatGPT这样的AI工具至关重要.
- 提高学生对人工智能的参与度可以培养动机,信心和对高等教育中生成人工智能的负责任使用.
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