用于教育目的的 ChatGPT:调查知识管理因素对学生满意度和持续使用的影响

IF 2.9 3区 教育学 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS IEEE Transactions on Learning Technologies Pub Date : 2024-04-01 DOI:10.1109/TLT.2024.3383773
Thi Thuy An Ngo;Thanh Tu Tran;Gia Khuong An;Phuong Thy Nguyen
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引用次数: 0

摘要

随着先进的生成式人工智能聊天机器人(如 ChatGPT)在教育领域的日益普及,人们对了解其对学生知识的影响以及探索有效和可持续的实施策略产生了浓厚的兴趣。本研究调查了知识管理因素对将 ChatGPT 持续用于教育目的的影响,同时评估了学生对使用 ChatGPT 学习的满意度。研究采用定量方法,通过谷歌表格对 513 名越南大学生进行了结构化问卷调查,以收集数据。研究采用偏最小二乘法结构方程模型统计技术来检验已识别因素之间的关系,并对研究模型进行评估。研究结果为几个假设提供了强有力的支持,揭示了期望确认对感知有用性和满意度的显著正效应,以及感知有用性对用户满意度和持续使用 ChatGPT 的显著正效应。这些研究结果表明,当学生认识到 ChatGPT 对他们的学习有用时,他们会体验到更高的满意度,并更有可能继续使用 ChatGPT。此外,知识获取对 ChatGPT 的满意度和持续使用都有显著影响,而知识共享和应用则只影响满意度。这表明,通过 ChatGPT,学生优先获取知识,而不是分享和应用知识。这项研究对 ChatGPT 开发人员、教育工作者和未来研究具有理论和实践意义。从理论上讲,它有助于理解教育环境中的满意度和持续使用情况,利用了期望确认模型并整合了知识管理因素。在实践中,它为提高教育领域用户对 ChatGPT 的满意度和持续使用提供了理解见解和建议。
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ChatGPT for Educational Purposes: Investigating the Impact of Knowledge Management Factors on Student Satisfaction and Continuous Usage
The growing prevalence of advanced generative artificial intelligence chatbots, such as ChatGPT, in the educational sector has raised considerable interest in understanding their impact on student knowledge and exploring effective and sustainable implementation strategies. This research investigates the influence of knowledge management factors on the continuous usage of ChatGPT for educational purposes while concurrently evaluating student satisfaction with its use in learning. Using a quantitative approach, a structured questionnaire was administered to 513 Vietnamese university students via Google Forms for data collection. The partial least squares structural equation modeling statistical technique was employed to examine the relationships between identified factors and evaluate the research model. The results provided strong support for several hypotheses, revealing significant positive effects of expectation confirmation on perceived usefulness and satisfaction, as well as perceived usefulness on user satisfaction and continuous usage of ChatGPT. These findings suggest that when students recognize the usefulness of ChatGPT for their learnings, they experience higher satisfaction and are more likely to continue using it. In addition, knowledge acquisition significantly impacts both satisfaction and continuous usage of ChatGPT, while knowledge sharing and application influence satisfaction exclusively. This indicates that students prioritize knowledge acquisition over sharing and applying knowledge through ChatGPT. The study has theoretical and practical implications for ChatGPT developers, educators, and future research. Theoretically, it contributes to understanding satisfaction and continuous usage in educational settings, utilizing the expectation confirmation model and integrating knowledge management factors. Practically, it provides insights into comprehension and suggestions for enhancing user satisfaction and continuous usage of ChatGPT in education.
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来源期刊
IEEE Transactions on Learning Technologies
IEEE Transactions on Learning Technologies COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
7.50
自引率
5.40%
发文量
82
审稿时长
>12 weeks
期刊介绍: The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.
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