教学信念对高等教育中采用生成式人工智能的影响:UTAUT2 的预测模型。

IF 3 Q2 COMPUTER SCIENCE, ARTIFICIAL INTELLIGENCE Frontiers in Artificial Intelligence Pub Date : 2024-10-17 eCollection Date: 2024-01-01 DOI:10.3389/frai.2024.1497705
Julio Cabero-Almenara, Antonio Palacios-Rodríguez, María Isabel Loaiza-Aguirre, Paola Salomé Andrade-Abarca
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引用次数: 0

摘要

教育领域的人工智能(AIEd)提供了先进的工具,可以个性化学习体验,提高教师的研究能力。本文利用UTAUT2模型,通过偏最小二乘法(PLS)预测了425名大学教师对将生成式人工智能融入教育环境的看法。研究结果表明,绩效预期、努力预期、社会影响、便利条件和享乐动机都会对使用人工智能教育的意向和行为产生积极影响。值得注意的是,研究显示,具有建构主义教学信念的教师更倾向于采用人工智能教育技术,这突出了考虑教师的态度和动机对有效整合教育技术的重要意义。这项研究对影响教师决定采用人工智能教育的因素提供了宝贵的见解,从而有助于加深对教育环境中技术整合的理解。此外,研究结果还强调了教师的教学取向对他们接受和使用人工智能技术的关键作用。建构主义教育者强调以学生为中心的学习和主动参与,与注重直接教学和信息传播的传授型教育者相比,他们更容易接受人工智能教育工具。这种区别凸显了针对不同教学理念的具体信念和需求而量身定制专业发展计划的必要性。此外,本研究的综合方法考虑了UTAUT2模型的各个维度,为分析教育领域的技术接受度提供了一个强有力的框架。
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The impact of pedagogical beliefs on the adoption of generative AI in higher education: predictive model from UTAUT2.

Artificial Intelligence in Education (AIEd) offers advanced tools that can personalize learning experiences and enhance teachers' research capabilities. This paper explores the beliefs of 425 university teachers regarding the integration of generative AI in educational settings, utilizing the UTAUT2 model to predict their acceptance and usage patterns through the Partial Least Squares (PLS) method. The findings indicate that performance expectations, effort expectancy, social influence, facilitating conditions, and hedonic motivation all positively impact the intention and behavior related to the use of AIEd. Notably, the study reveals that teachers with constructivist pedagogical beliefs are more inclined to adopt AIEd, underscoring the significance of considering teachers' attitudes and motivations for the effective integration of technology in education. This research provides valuable insights into the factors influencing teachers' decisions to embrace AIEd, thereby contributing to a deeper understanding of technology integration in educational contexts. Moreover, the study's results emphasize the critical role of teachers' pedagogical orientations in their acceptance and utilization of AI technologies. Constructivist educators, who emphasize student-centered learning and active engagement, are shown to be more receptive to incorporating AIEd tools compared to their transmissive counterparts, who focus on direct instruction and information dissemination. This distinction highlights the need for tailored professional development programs that address the specific beliefs and needs of different teaching philosophies. Furthermore, the study's comprehensive approach, considering various dimensions of the UTAUT2 model, offers a robust framework for analyzing technology acceptance in education.

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来源期刊
CiteScore
6.10
自引率
2.50%
发文量
272
审稿时长
13 weeks
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