Tommy Tanu Wijaya, Mingyu Su, Yiming Cao, Robert Weinhandl, Tony Houghton
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引用次数: 0
Abstract
Integrating AI Chatbots into teaching and learning activities is a growing trend, and understanding the readiness of preservice mathematics teachers to use AI Chatbots is crucial for successful implementation in educational settings. This study examines the factors influencing the adoption of AI Chatbots by preservice mathematics teachers in China, employing the UTAUT2 model and Structural Equation Modeling (SEM) to analyze data from 322 participants. This study’s findings reveal that preservice mathematics teachers have unique characteristics where performance expectancy (PE) is the single factor that significantly influences their behavioral intention (BI) to use AI Chatbots. This underscores the importance of fostering a high-performance expectancy, which, in turn, influences their likelihood to utilize AI Chatbots with enthusiasm, thereby translating into positive usage behavior. These insights bear significant implications for educators, highlighting the need to underscore the practical benefits of AI Chatbots and conduct workshops on effective utilization strategies to enhance teaching and learning performance in mathematics, thereby fostering personalized and engaging learning experiences.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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