探索影响教育工作者采用 ChatGPT 的因素:一种混合方法

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Imdadullah Hidayat-ur-Rehman, Yasser Ibrahim
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引用次数: 0

摘要

目的 最近出现的一些人工智能(AI)技术,包括摘要器、解析器和最前沿的聊天机器人,不仅在现代教育系统中具有突出的潜力,而且可能导致整个教育过程发生巨大的范式转变。本研究旨在探讨影响学术界使用人工智能会话聊天机器人技术的愿望和意向的因素,尤其关注领先的 ChatGPT.设计/方法/途径本研究采用混合方法,通过一个经过实证验证的模型来探讨教育工作者采用聊天机器人的情况。该模型被称为 "教育工作者对 ChatGPT 的采用",是通过整合 "技术接受和使用统一理论 "和 "现状偏见"(SQB)框架的理论基础以及从访谈中收集的见解而建立的。然后采用定量方法对该模型中的关系进行了检验。分析结果表明,感知到的教育者努力期望、教育者自主动机、感知到的学习者人工智能能力、感知到的教育者能力、对技术敏捷性的创新行为和感知到的学生参与度是教育者使用聊天机器人意向的重要决定因素。与此相反,感知到的对学生的不公平评价、感知到的学生的过度依赖和感知到的偏见/不准确性被证明对抵制使用该技术有重大影响,这通常意味着对教育者的使用意向有负面重大影响。有趣的是,感知到的 ChatGPT 的欺诈性使用被证明对聊天机器人的使用阻力没有显著影响。 原创性/价值 本研究填补了人工智能辅助工具在教育领域的使用和接受方面的研究空白,为教育技术领域做出了重大贡献。它提出了一个原创的、经过实证验证的教育者采用模型,该模型确定了影响教育者在高等教育中使用聊天机器人意愿的因素,并为实际实施提供了有价值的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach
Purpose A number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT. Design/methodology/approach This study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses. Findings The outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots. Originality/value This study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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