基础教育2024，Vol.21Issue(2) ：103-112.DOI:10.3969/j.issn.1005-2232.2024.02.008

创新变革还是信心缺失?——中小学教师对生成式人工智能技术的接受度影响因素研究

Innovative Change or Lack of Confidence?A Study of Factors Influencing Elementary and Middle School Teachers'Acceptance of Generative Artificial Intelligence Technology

屈曼祺 喻雪 李宝敏
基础教育2024，Vol.21Issue(2) ：103-112.DOI:10.3969/j.issn.1005-2232.2024.02.008
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创新变革还是信心缺失?——中小学教师对生成式人工智能技术的接受度影响因素研究

Innovative Change or Lack of Confidence?A Study of Factors Influencing Elementary and Middle School Teachers'Acceptance of Generative Artificial Intelligence Technology

屈曼祺 1喻雪 1李宝敏2
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作者信息

  • 1. 华东师范大学 教师教育学院,上海 200062
  • 2. 华东师范大学 教师发展学院,上海 200062
  • 折叠

摘要

生成式人工智能的出现标志着一场前所未有的技术革命,目前人们对于这场技术革命的认识、理解及接受程度不一.中小学教师是否愿意接受并主动将生成式人工智能融入教育教学场景中?哪些因素影响了中小学教师对生成式人工智能的接受度?为了深入探究上述问题,本研究基于经典的技术接受与使用整合理论模型(UTAUT模型),对466 名中小学教师使用生成式人工智能的意愿及接受度进行调查,并对其影响因素进行研究分析.研究发现:绩效期望、努力期望、社群影响、促成条件和感知风险五个核心要素均对中小学教师的生成式人工智能接受程度有显著正向影响(p=0.000<0.001),影响作用由强到弱依次为绩效期望(β=0.664)、社群影响(β=0.562、努力期望(β=0.551)、感知风险(β=0.457)、促成条件(β=0.388).其中,教师技术应用态度对绩效期望有调节作用(p=0.048<0.05),对努力期望也有调节作用(p=0.004<0.01).教师技术应用频率对感知风险有调节作用(p=0.004<0.01).最后,从个人的动机与忧虑,外部的环境与资源两个方面归纳研究发现,并提出有效提升教师对新技术接受度,促进教师有效并创新应用生成式人工智能的对策建议.

Abstract

The emergence of generative AI marks an unprecedented technological revolution for which there are currently varying levels of awareness,understanding and acceptance.Are primary and secondary school teachers willing to accept and actively integrate generative AI into educational and teach-ing scenarios?What factors influence primary and secondary school teachers'acceptance of generative AI?In order to explore the above questions in depth,this study measured the willingness and acceptance of 466 primary and secondary school teachers to use generative AI based on the classical theoretical model of integration of technology acceptance and use(UTAUT model),and researched and analyzed the influencing factors.It was found that all five core elements,namely,performance expectation,effort expectation,community influence,enabling conditions,and perceived risk,had a significant positive effect on elementary and middle school teachers'acceptance of generative AI(p=0.000<0.001),and the influencing effects were,in descending order of strength,performance expectation(β=0.664),community influence(β=0.562),and effort expectation(β=0.551),Perceived Risk(β=0.457),and Enabling Conditions(β=0.388).In particular,teachers'attitudes toward technology application moderated performance expectations(p=0.048<0.05)and effort expectations(p=0.004<0.01).Teacher technology application frequency had a moderating effect on perceived risk(p=0.004<0.01).Finally,the research findings are summarized in terms of personal motivation and apprehension,and external environment and resources,and countermeasure sug-gestions are made to effectively enhance teachers'acceptance of new technologies and to promote teachers'effective and innovative application of generative AI.

关键词

中小学教师/生成式人工智能/ChatGPT/技术接受度/测评/影响因素

Key words

elementary and middle school teachers/generative artificial intelligence/ChatGPT/technology acceptance/measurement/influencing factors

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出版年

2024
基础教育
华东师范大学

基础教育

CHSSCD北大核心
影响因子：0.803
ISSN：1005-2232
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