The generation mechanism of teachers' anxiety toward digital human instructors in higher education: A mixed-methods perspective

Abstract

Digital Human Instructors (DHIs) are revolutionizing higher education by providing personalized and interactive learning experiences. However, the adoption of DHIs also brings about complex challenges related to teacher anxiety, particularly concerning professional security, ethics, and the broader implications of technology in education. Addressing the barriers to DHI adoption is crucial for safeguarding both educational quality and teacher well-being. This study aims to investigate these barriers by developing a theoretical model that integrates elements from Social Ecological Systems Theory, considering both micro-level individual factors (such as neuroticism and personal innovativeness) and meso-level social factors (such as negative word-of-mouth). Data were collected from 500 university teachers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The PLS-SEM results revealed that neuroticism and negative word-of-mouth (WOM) have a significant positive impact on technology anxiety, while personal innovativeness has no significant direct effect. Moreover, perceived invasiveness plays a key mediating role in the relationships between neuroticism and technology anxiety, as well as between negative WOM and technology anxiety, whereas perceived authenticity does not exhibit a significant mediating effect. The fsQCA findings further revealed that technology anxiety does not stem from a single causal pathway. Instead, four configurations that include the presence and absence of certain conditions can lead to this desirable outcome. These findings not only contribute to the academic discourse on DHI adoption but also provide practical insights for educational managers seeking to mitigate teacher anxiety and enhance user protection in this dynamic educational environment.