探索中国大学EFL学习者对人工智能技术的接受,由计算机自我效能驱动.
1Basic Teaching Department(English Branch), Jianghai Polytechnic College, Yangzhou, Jiangsu, China.
Acta psychologica
|February 17, 2026
概括
计算机的自我效能显著提高了中国大学英语作为外语 (EFL) 学习者的AI采用率. 这一因素,以及感知到的易用性和实用性,推动了他们使用人工智能技术的意图.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 人与计算机的交互
背景情况:
- 对计算机在人工智能使用中的自我有效性的定量研究是有限的.
- 了解影响EFL学习者接受人工智能的因素对于有效的技术集成至关重要.
- 技术接受模型 (TAM) 为研究技术采用提供了一个框架.
研究的目的:
- 调查计算机自我效能对中国大学EFL学习者接受人工智能技术的影响.
- 检查在这种关系中感知到的易用性,感知到的有用性和态度的调解作用.
- 为提高人工智能技术在EFL教育中的应用提供经验证据.
主要方法:
- 使用了一个扩展的技术接受模型 (TAM).
- 数据是通过在线问卷从776名中国大学的EFL学习者那里收集的.
- 用于数据分析的结构方程建模 (SEM).
主要成果:
- 计算机的自我效能对使用人工智能的行为意图产生了积极的影响.
- 感知到的易用性,感知到的有用性和态度介绍了计算机自我效能和人工智能使用意图之间的联系.
- 拟议的TAM模型证明了变量之间的显著关系.
结论:
- 计算机的自我效能是中国EFL学习者接受AI的一个关键决定因素.
- 旨在提高人们感知的易用性,有用性和积极态度的干预措施可以促进人工智能的采用.
- 调查结果为教育工作者和政策制定者提供了在EFL环境中促进人工智能的实际见解.
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