Shaofeng Wang , Zhuo Sun , Huanhuan Wang , Dong Yang , Hao Zhang
{"title":"提高学生对商业教育中人工智能驱动的混合学习的接受程度:自我效能感、游戏性、情感投入和大学支持之间的相互作用","authors":"Shaofeng Wang , Zhuo Sun , Huanhuan Wang , Dong Yang , Hao Zhang","doi":"10.1016/j.ijme.2025.101184","DOIUrl":null,"url":null,"abstract":"<div><div>This study examines the factors influencing student acceptance of Artificial Intelligence (AI)-driven hybrid learning within higher education, specifically focusing on business education. By expanding the traditional Technology Acceptance Model (TAM) and incorporating Self-Determination Theory (SDT), this research explores the interplay between perceived playfulness, learning goal orientation, self-efficacy, and university support. The PLS-SEM and semi-structured interviews were applied to data analysis from 279 Chinese university students majoring in international business. The findings reveal that self-efficacy, emotional engagement, and university support significantly enhance students' acceptance of AI-driven hybrid learning. University support, in particular, serves as a critical moderator, amplifying the effects of self-efficacy and acceptance attitudes. The study contributes to the evolving discourse on AI integration in management education, offering insights into optimizing AI-driven hybrid learning experiences and strategies in higher education settings. These findings have implications for curriculum design, institutional support mechanisms, and pedagogical approaches in business and management education, particularly in the context of advancing technological integration and meeting employers' evolving needs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101184"},"PeriodicalIF":6.0000,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enhancing student acceptance of artificial intelligence-driven hybrid learning in business education: Interaction between self-efficacy, playfulness, emotional engagement, and university support\",\"authors\":\"Shaofeng Wang , Zhuo Sun , Huanhuan Wang , Dong Yang , Hao Zhang\",\"doi\":\"10.1016/j.ijme.2025.101184\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study examines the factors influencing student acceptance of Artificial Intelligence (AI)-driven hybrid learning within higher education, specifically focusing on business education. By expanding the traditional Technology Acceptance Model (TAM) and incorporating Self-Determination Theory (SDT), this research explores the interplay between perceived playfulness, learning goal orientation, self-efficacy, and university support. The PLS-SEM and semi-structured interviews were applied to data analysis from 279 Chinese university students majoring in international business. The findings reveal that self-efficacy, emotional engagement, and university support significantly enhance students' acceptance of AI-driven hybrid learning. University support, in particular, serves as a critical moderator, amplifying the effects of self-efficacy and acceptance attitudes. The study contributes to the evolving discourse on AI integration in management education, offering insights into optimizing AI-driven hybrid learning experiences and strategies in higher education settings. These findings have implications for curriculum design, institutional support mechanisms, and pedagogical approaches in business and management education, particularly in the context of advancing technological integration and meeting employers' evolving needs.</div></div>\",\"PeriodicalId\":47191,\"journal\":{\"name\":\"International Journal of Management Education\",\"volume\":\"23 2\",\"pages\":\"Article 101184\"},\"PeriodicalIF\":6.0000,\"publicationDate\":\"2025-04-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Management Education\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1472811725000540\",\"RegionNum\":2,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"BUSINESS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Management Education","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1472811725000540","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
Enhancing student acceptance of artificial intelligence-driven hybrid learning in business education: Interaction between self-efficacy, playfulness, emotional engagement, and university support
This study examines the factors influencing student acceptance of Artificial Intelligence (AI)-driven hybrid learning within higher education, specifically focusing on business education. By expanding the traditional Technology Acceptance Model (TAM) and incorporating Self-Determination Theory (SDT), this research explores the interplay between perceived playfulness, learning goal orientation, self-efficacy, and university support. The PLS-SEM and semi-structured interviews were applied to data analysis from 279 Chinese university students majoring in international business. The findings reveal that self-efficacy, emotional engagement, and university support significantly enhance students' acceptance of AI-driven hybrid learning. University support, in particular, serves as a critical moderator, amplifying the effects of self-efficacy and acceptance attitudes. The study contributes to the evolving discourse on AI integration in management education, offering insights into optimizing AI-driven hybrid learning experiences and strategies in higher education settings. These findings have implications for curriculum design, institutional support mechanisms, and pedagogical approaches in business and management education, particularly in the context of advancing technological integration and meeting employers' evolving needs.
期刊介绍:
The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.