摘要
由一名新闻记者兼机器人与机器学习每日新闻的新闻编辑-一项关于人工智能的新研究现在可用。根据NewsRx编辑对Les Soth国立大学的新闻报道，研究称，“本研究调查了Le Sotho在职教师对人工智能(AI)的接受和利用情况，重点是学校支持和资源(SSR)的中介作用。在莱索托的教育领域，其特点是对技术整合的兴趣越来越大，本研究通过探索在职教师对人工智能采用的看法和SSR的中介影响，填补了现有文献的一个基本空白。本研究采用横断面设计,通过对315名在职教师的在线调查,采用最大似然估计法对数据进行分析,结果表明:感知有用性与感知有用性之间存在显著的正相关关系,即感知有用性与感知有用性之间存在显著的负相关关系,而感知有用性与感知有用性之间存在显著的负相关关系,即感知有用性与感知有用性之间存在显著的负相关关系。认知易用性和对人工智能的积极态度，在这些联系中，SSR扮演着关键的中介角色。然而，研究发现技术熟练程度和行为意图之间没有显著的关系。因此，有必要进一步调查有效整合人工智能所必需的技术技能。研究结果突出了SSR在沙坪在职教师在教学实践中使用人工智能的意图方面的关键作用。因此，该研究建议定制持续专业发展计划和协作学习社区，以提高教师的技能。
Abstract
By a News Reporter-Staff News Editor at Robotics & Machine Learning Daily News Daily News – A new study on artificial intelligence is now available. According to news reporting out of National University of Les otho by NewsRx editors, research stated, “This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Le sotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational landscape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing liter ature by exploring in-service teachers’ perspectives on AI adoption and the medi ating influence of SSR.” Our news reporters obtained a quote from the research from National University o f Lesotho: “Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collec ting data from a sample of 315 in-service teachers through online surveys. The d ata was analyzed using maximum likelihood estimation. The results reveal a subst antial positive relationship between perceived usefulness, perceived ease of use , and a positive attitude towards AI, with SSR playing a pivotal role as a compl ementary mediator in these connections. However, the study identifies a non-sign ificant relationship between technical proficiency and behavioral intention, sug gesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in sha ping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study recommends tailored continuous professional development progr ams and collaborative learning communities to enhance teachers’ skills.”
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