{"title":"探索影响教师接受人工智能工具与教学代理一起制作动画教育视频的因素","authors":"Sivakorn Malakul","doi":"10.1111/jcal.70083","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Artificial intelligence (AI) tools have been increasingly utilised in the production of educational media, including animated educational videos (AEVs) incorporating pedagogical agents (PAs). These tools support the efficient creation of multimedia content and reduce teachers' technical workload.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study investigates the relationships among factors influencing teachers' acceptance of AI-assisted tools for creating AEVs, based on the technology acceptance model (TAM).</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A mixed-methods approach was employed, combining quantitative analysis using the AI Technology Acceptance Scale (AITAS) based on the TAM and qualitative insights from thematic analysis of open-ended responses from 1569 teachers. Structural equation modelling was applied for the quantitative analysis, confirmed an excellent model fit (CFI = 0.97, GFI = 0.95, RMSEA = 0.06, SRMR = 0.03). Sentiment analysis further supported the qualitative findings.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The results show that perceived usefulness and ease of use significantly influence teachers' attitudes towards adopting AI tools for AEV production. These tools improve content quality and student engagement. While 77.44% of teachers expressed positive attitudes toward using AI, technical challenges were also reported, particularly in relation to limited skills, inadequate hardware, and poor internet connectivity. These issues were more prevalent in less-resourced areas. To support successful integration, it is essential to provide targeted training and ensure broader access to AI tools.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring Factors Influencing Teachers' Acceptance of AI Tools for Creating Animated Educational Videos With Pedagogical Agents\",\"authors\":\"Sivakorn Malakul\",\"doi\":\"10.1111/jcal.70083\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Artificial intelligence (AI) tools have been increasingly utilised in the production of educational media, including animated educational videos (AEVs) incorporating pedagogical agents (PAs). These tools support the efficient creation of multimedia content and reduce teachers' technical workload.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study investigates the relationships among factors influencing teachers' acceptance of AI-assisted tools for creating AEVs, based on the technology acceptance model (TAM).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A mixed-methods approach was employed, combining quantitative analysis using the AI Technology Acceptance Scale (AITAS) based on the TAM and qualitative insights from thematic analysis of open-ended responses from 1569 teachers. Structural equation modelling was applied for the quantitative analysis, confirmed an excellent model fit (CFI = 0.97, GFI = 0.95, RMSEA = 0.06, SRMR = 0.03). Sentiment analysis further supported the qualitative findings.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The results show that perceived usefulness and ease of use significantly influence teachers' attitudes towards adopting AI tools for AEV production. These tools improve content quality and student engagement. While 77.44% of teachers expressed positive attitudes toward using AI, technical challenges were also reported, particularly in relation to limited skills, inadequate hardware, and poor internet connectivity. These issues were more prevalent in less-resourced areas. To support successful integration, it is essential to provide targeted training and ensure broader access to AI tools.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 4\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-06-16\",\"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.70083\",\"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.70083","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}
Exploring Factors Influencing Teachers' Acceptance of AI Tools for Creating Animated Educational Videos With Pedagogical Agents
Background
Artificial intelligence (AI) tools have been increasingly utilised in the production of educational media, including animated educational videos (AEVs) incorporating pedagogical agents (PAs). These tools support the efficient creation of multimedia content and reduce teachers' technical workload.
Objectives
This study investigates the relationships among factors influencing teachers' acceptance of AI-assisted tools for creating AEVs, based on the technology acceptance model (TAM).
Methods
A mixed-methods approach was employed, combining quantitative analysis using the AI Technology Acceptance Scale (AITAS) based on the TAM and qualitative insights from thematic analysis of open-ended responses from 1569 teachers. Structural equation modelling was applied for the quantitative analysis, confirmed an excellent model fit (CFI = 0.97, GFI = 0.95, RMSEA = 0.06, SRMR = 0.03). Sentiment analysis further supported the qualitative findings.
Results and Conclusions
The results show that perceived usefulness and ease of use significantly influence teachers' attitudes towards adopting AI tools for AEV production. These tools improve content quality and student engagement. While 77.44% of teachers expressed positive attitudes toward using AI, technical challenges were also reported, particularly in relation to limited skills, inadequate hardware, and poor internet connectivity. These issues were more prevalent in less-resourced areas. To support successful integration, it is essential to provide targeted training and ensure broader access to AI tools.
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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