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英语水平是否重要? 测试其在人工智能增强的MOOC在职业教育中采用TAM中的调节作用

Shuhua Hou¹, Xianhe Liu², Xiaoqing Shen³

¹School of Higher Vocational Education, The Open University of Sichuan, Chengdu, China.

Frontiers in psychology

|March 9, 2026

概括

英语水平并没有显著地适度技术的接受在人工智能增强的英语MOOCs职业学生. 人工智能个性化支持跨不同语言技能水平的一致学习.

科学领域:

教育技术的教育技术.
教育中的人工智能
职业培训职业培训职业培训职业培训

背景情况:

技术接受模型 (TAM) 对于理解用户采用新技术至关重要.
由人工智能驱动的大规模开放在线课程 (MOOCs) 提供个性化的学习体验.
在非母语英语的职业学习者中,英语水平可能是障碍.

研究的目的:

调查英语水平是否能调节人工智能增强的英语MOOC中技术接受模型 (TAM) 的核心途径.
检查感知易用性 (PEOU),感知有用性 (PU) 和行为意图 (BI) 对职业学生感知学习成果 (PLO) 的影响.
评估英语水平对使用人工智能增强MOOC的行为意图的直接影响.

主要方法:

调查了516名使用人工智能驱动的英语MOOC的职业学生.
采用了一个扩展的TAM框架,包括PEOU,PU,BI和PLO.
使用确认因素分析 (CFA) 和结构方程建模 (SEM) 与等级回归分析.

主要成果:

证实了TAM构造的强大测量特性 (加载因子> 0.74,AVE> 0.57,CR> 0.80).
发现了强大的直接影响:PEOU → PU (β=0.756),PU → BI (β=0.696),以及BI → PLO (β=0.814).
英语水平并没有显著缓解任何TAM途径,但对BI产生了很小的直接积极影响 (β=0.064,p=0.042).

结论:

英语MOOC中的AI个性化可以克服语言障碍,使核心TAM机制能够在不同水平的水平上有效地发挥作用.
适应性人工智能工具有潜力促进职业语言学习中的公平参与.
未来的研究应该使用客观的熟练度指标,并将使用数据纳入进一步验证.

关键词:

通过人工智能增强的MOOC.英语水平英语能力.调节分析分析调节分析技术接受模式的模型.职业教育职业教育职业教育

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