{"title":"大学生人工智能辅助语言学习的行为意向：基于技术接受模型","authors":"Wenji Wang, Wenjuan Wang","doi":"10.1111/jcal.70075","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background Study</h3>\n \n <p>The combination of artificial intelligence (AI) and foreign language learning is emerging as a significant trend in language education.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study aimed to investigate the impact of technology acceptance, attitude and motivation on behavioural intentions regarding the use of AI in language learning.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Structural equation modelling (SEM) was employed to analyse data collected through a questionnaire survey of 425 college students.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The findings revealed that perceived usefulness, perceived ease of use, attitude and motivation positively influenced behavioural intention to use AI. Perceived usefulness was found to have a positive effect on attitude and motivation, while perceived ease of use positively affected attitude. However, the influence of perceived ease of use and attitude on motivation was non-significant. Attitude and motivation play a significant mediating role between perceived usefulness, perceived ease of use and behavioural intention.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>This study contributes novel theoretical insights into understanding and predicting learners' behaviours in the context of AI-assisted language learning. It also provides valuable implications for effectively leveraging AI technology to enhance language education.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"College Students' Behavioural Intentions of AI-Assisted Language Learning: Based on the Technology Acceptance Model\",\"authors\":\"Wenji Wang, Wenjuan Wang\",\"doi\":\"10.1111/jcal.70075\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background Study</h3>\\n \\n <p>The combination of artificial intelligence (AI) and foreign language learning is emerging as a significant trend in language education.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study aimed to investigate the impact of technology acceptance, attitude and motivation on behavioural intentions regarding the use of AI in language learning.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Structural equation modelling (SEM) was employed to analyse data collected through a questionnaire survey of 425 college students.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The findings revealed that perceived usefulness, perceived ease of use, attitude and motivation positively influenced behavioural intention to use AI. Perceived usefulness was found to have a positive effect on attitude and motivation, while perceived ease of use positively affected attitude. However, the influence of perceived ease of use and attitude on motivation was non-significant. Attitude and motivation play a significant mediating role between perceived usefulness, perceived ease of use and behavioural intention.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>This study contributes novel theoretical insights into understanding and predicting learners' behaviours in the context of AI-assisted language learning. It also provides valuable implications for effectively leveraging AI technology to enhance language education.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 4\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-06-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70075\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70075","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
College Students' Behavioural Intentions of AI-Assisted Language Learning: Based on the Technology Acceptance Model
Background Study
The combination of artificial intelligence (AI) and foreign language learning is emerging as a significant trend in language education.
Objectives
This study aimed to investigate the impact of technology acceptance, attitude and motivation on behavioural intentions regarding the use of AI in language learning.
Methods
Structural equation modelling (SEM) was employed to analyse data collected through a questionnaire survey of 425 college students.
Results
The findings revealed that perceived usefulness, perceived ease of use, attitude and motivation positively influenced behavioural intention to use AI. Perceived usefulness was found to have a positive effect on attitude and motivation, while perceived ease of use positively affected attitude. However, the influence of perceived ease of use and attitude on motivation was non-significant. Attitude and motivation play a significant mediating role between perceived usefulness, perceived ease of use and behavioural intention.
Conclusions
This study contributes novel theoretical insights into understanding and predicting learners' behaviours in the context of AI-assisted language learning. It also provides valuable implications for effectively leveraging AI technology to enhance language education.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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