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

IF 6 2区 管理学 Q1 BUSINESS
Shaofeng Wang , Zhuo Sun , Huanhuan Wang , Dong Yang , Hao Zhang
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引用次数: 0

摘要

本研究考察了高等教育中影响学生接受人工智能(AI)驱动的混合学习的因素,特别关注商业教育。本研究通过扩展传统的技术接受模型(TAM)并结合自我决定理论(SDT),探讨了感知游戏性、学习目标取向、自我效能感和大学支持之间的相互作用。采用PLS-SEM和半结构化访谈法对279名中国国际商务专业大学生进行数据分析。研究结果显示,自我效能感、情感投入和大学支持显著提高了学生对人工智能驱动的混合学习的接受程度。尤其是大学的支持,起到了关键的调节作用,放大了自我效能感和接受态度的影响。该研究为管理教育中人工智能整合的不断发展的话语做出了贡献,为优化高等教育环境中人工智能驱动的混合学习体验和策略提供了见解。这些发现对商业和管理教育的课程设计、机构支持机制和教学方法具有启示意义,特别是在推进技术整合和满足雇主不断变化的需求的背景下。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
10.30
自引率
25.00%
发文量
136
审稿时长
64 days
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.
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