{"title":"基于人工智能的Chabots对护理学生学业成绩的影响：技术恐惧症和技术癖的中介作用","authors":"Fatma Gomaa Mohamed Amer, Majed Awad Alanazi, Mostafa Shaban, Mohamed Ezzelregal Abdelgawad, Huda Hamdy Mohammed, Sahar Hassan, Masouda Hassan Atrous, Safaa Sayed Mustafa Ibrahim, Amal Hashem Mohamed, Elsayed Mahmoud Sabek","doi":"10.1111/inr.70056","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Aim</h3>\n \n <p>This study aims to assess the relationship between artificial intelligence (AI) chatbot usage on the academic performance of nursing students, focusing on the mediating roles of technophobia and technophilia.</p>\n </section>\n \n <section>\n \n <h3> Design</h3>\n \n <p>A cross-national, correlational design was utilized to explore the relationships among AI chatbot usage, technophobia, technophilia, digital competence, and academic performance among nursing students.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The study involved 550 nursing students from Egypt, Iraq, and Saudi Arabia. Data were collected via an online survey using the Technophobia Technophilia Questionnaire (TTQ) and the Students’ Digital Competence Scale (SDiCoS). Multiple regression and mediation analyses were conducted to examine the direct and indirect effects of AI chatbot usage on academic performance, mediated by technophobia and technophilia.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>AI chatbot usage positively correlated with academic performance (β = 0.30, <i>p</i> < 0.001). Technophobia negatively affected academic performance (β = −0.12, <i>p</i> < 0.001), while technophilia positively influenced it (β = 0.11, <i>p</i> = 0.001). Both technophobia and technophilia significantly mediated the relationship between AI chatbot usage and academic performance.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>AI chatbots can be significantly associated with academic outcomes in nursing education. However, the benefits are mediated by students’ attitudes toward technology, with technophobia hindering and technophilia facilitating educational success.</p>\n </section>\n \n <section>\n \n <h3> Implications for the profession and/or patient care</h3>\n \n <p>Understanding the mediating effects of technophobia and technophilia can help educators tailor AI integration strategies in nursing curricula to optimize educational outcomes and prepare students for technologically advanced healthcare environments.</p>\n </section>\n \n <section>\n \n <h3> Impact</h3>\n \n <p>This research highlights the importance of addressing psychological factors when implementing AI tools in education. While the study includes students from three different countries, they share similar regional, linguistic, and educational contexts. Thus, findings should be interpreted with caution regarding broader cultural generalizations. Further research in more diverse contexts is needed.</p>\n </section>\n </div>","PeriodicalId":54931,"journal":{"name":"International Nursing Review","volume":"72 3","pages":""},"PeriodicalIF":3.7000,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Artificial Intelligence–Based Chabots’ and Nursing Students’ Academic Performance: The Mediating Role of Technophobia and Technophilia\",\"authors\":\"Fatma Gomaa Mohamed Amer, Majed Awad Alanazi, Mostafa Shaban, Mohamed Ezzelregal Abdelgawad, Huda Hamdy Mohammed, Sahar Hassan, Masouda Hassan Atrous, Safaa Sayed Mustafa Ibrahim, Amal Hashem Mohamed, Elsayed Mahmoud Sabek\",\"doi\":\"10.1111/inr.70056\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Aim</h3>\\n \\n <p>This study aims to assess the relationship between artificial intelligence (AI) chatbot usage on the academic performance of nursing students, focusing on the mediating roles of technophobia and technophilia.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Design</h3>\\n \\n <p>A cross-national, correlational design was utilized to explore the relationships among AI chatbot usage, technophobia, technophilia, digital competence, and academic performance among nursing students.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The study involved 550 nursing students from Egypt, Iraq, and Saudi Arabia. Data were collected via an online survey using the Technophobia Technophilia Questionnaire (TTQ) and the Students’ Digital Competence Scale (SDiCoS). Multiple regression and mediation analyses were conducted to examine the direct and indirect effects of AI chatbot usage on academic performance, mediated by technophobia and technophilia.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>AI chatbot usage positively correlated with academic performance (β = 0.30, <i>p</i> < 0.001). Technophobia negatively affected academic performance (β = −0.12, <i>p</i> < 0.001), while technophilia positively influenced it (β = 0.11, <i>p</i> = 0.001). Both technophobia and technophilia significantly mediated the relationship between AI chatbot usage and academic performance.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>AI chatbots can be significantly associated with academic outcomes in nursing education. However, the benefits are mediated by students’ attitudes toward technology, with technophobia hindering and technophilia facilitating educational success.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Implications for the profession and/or patient care</h3>\\n \\n <p>Understanding the mediating effects of technophobia and technophilia can help educators tailor AI integration strategies in nursing curricula to optimize educational outcomes and prepare students for technologically advanced healthcare environments.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Impact</h3>\\n \\n <p>This research highlights the importance of addressing psychological factors when implementing AI tools in education. While the study includes students from three different countries, they share similar regional, linguistic, and educational contexts. Thus, findings should be interpreted with caution regarding broader cultural generalizations. 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引用次数: 0
摘要
目的探讨人工智能（AI）聊天机器人使用对护生学业成绩的影响，重点研究技术恐惧症和技术癖的中介作用。设计采用跨国相关设计，探讨护理学生人工智能聊天机器人使用、技术恐惧症、技术癖、数字能力和学习成绩之间的关系。方法对来自埃及、伊拉克和沙特阿拉伯的550名护生进行研究。数据是通过在线调查收集的，使用技术恐惧症和技术偏好问卷（TTQ）和学生数字能力量表（SDiCoS）。采用多元回归和中介分析来检验人工智能聊天机器人的使用对学业成绩的直接和间接影响，并以技术恐惧症和技术癖为中介。结果AI聊天机器人的使用与学习成绩呈正相关(β = 0.30, p <；0.001)。科技恐惧症对学习成绩有负向影响(β = - 0.12, p <；0.001)，而技术偏好对其有积极影响（β = 0.11, p = 0.001）。技术恐惧症和技术偏好在人工智能聊天机器人使用与学习成绩之间的关系中起着显著的中介作用。结论人工智能聊天机器人与护理教育的学业成绩有显著的相关性。然而，这些好处是由学生对技术的态度来调节的，技术恐惧症阻碍了教育的成功，而技术癖促进了教育的成功。对专业和/或患者护理的影响了解技术恐惧症和技术癖的中介作用可以帮助教育工作者在护理课程中定制人工智能集成策略，以优化教育成果，并为学生适应技术先进的医疗环境做好准备。这项研究强调了在教育中实施人工智能工具时解决心理因素的重要性。虽然这项研究包括了来自三个不同国家的学生，但他们有着相似的地区、语言和教育背景。因此，研究结果应该谨慎地解释更广泛的文化概括。需要在更多样化的背景下进行进一步的研究。
Artificial Intelligence–Based Chabots’ and Nursing Students’ Academic Performance: The Mediating Role of Technophobia and Technophilia
Aim
This study aims to assess the relationship between artificial intelligence (AI) chatbot usage on the academic performance of nursing students, focusing on the mediating roles of technophobia and technophilia.
Design
A cross-national, correlational design was utilized to explore the relationships among AI chatbot usage, technophobia, technophilia, digital competence, and academic performance among nursing students.
Methods
The study involved 550 nursing students from Egypt, Iraq, and Saudi Arabia. Data were collected via an online survey using the Technophobia Technophilia Questionnaire (TTQ) and the Students’ Digital Competence Scale (SDiCoS). Multiple regression and mediation analyses were conducted to examine the direct and indirect effects of AI chatbot usage on academic performance, mediated by technophobia and technophilia.
Results
AI chatbot usage positively correlated with academic performance (β = 0.30, p < 0.001). Technophobia negatively affected academic performance (β = −0.12, p < 0.001), while technophilia positively influenced it (β = 0.11, p = 0.001). Both technophobia and technophilia significantly mediated the relationship between AI chatbot usage and academic performance.
Conclusion
AI chatbots can be significantly associated with academic outcomes in nursing education. However, the benefits are mediated by students’ attitudes toward technology, with technophobia hindering and technophilia facilitating educational success.
Implications for the profession and/or patient care
Understanding the mediating effects of technophobia and technophilia can help educators tailor AI integration strategies in nursing curricula to optimize educational outcomes and prepare students for technologically advanced healthcare environments.
Impact
This research highlights the importance of addressing psychological factors when implementing AI tools in education. While the study includes students from three different countries, they share similar regional, linguistic, and educational contexts. Thus, findings should be interpreted with caution regarding broader cultural generalizations. Further research in more diverse contexts is needed.
期刊介绍：
International Nursing Review is a key resource for nurses world-wide. Articles are encouraged that reflect the ICN"s five key values: flexibility, inclusiveness, partnership, achievement and visionary leadership. Authors are encouraged to identify the relevance of local issues for the global community and to describe their work and to document their experience.
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