文献类型：期刊文献

中文题名：人工智能赋能教学的接受度:关键因素识别与影响机制探究

英文题名：Acceptance of AI-enhanced Teaching and Learning:Identification of Key Factors and Exploration of Influence Mechanisms

作者：孔军[1];陶紫涵[2];田园[3]

第一作者：孔军

机构：[1]北京联合大学党委宣传部,北京100101;[2]北京联合大学应用文理学院,北京100083;[3]北京联合大学商务学院,北京100025

第一机构：北京联合大学宣传部

年份：2025

卷号：39

期号：3

起止页码：13-20

中文期刊名：北京联合大学学报

外文期刊名：Journal of Beijing Union University

基金：北京市教育科学“十四五”规划课题“高校专业课‘课程思政’绩效的影响因素、定量评价及提升路径研究”(23YJC632117);北京市属高等学校高水平教学创新团队建设支持计划项目(23LLG630113)。

语种：中文

中文关键词：人工智能赋能教学;接受度;UTAUT模型;影响机制

外文关键词：AI-enabled teaching;acceptance;UTAUT model;mechanisms of influence

摘要：人工智能赋能教学作为一种新兴的教学方式,在全球范围内受到关注并得到广泛应用。作为教学主导者,教师对人工智能赋能教学的接受度直接影响这种新兴教学方式的实施效果。基于中国高等教育现实环境,结合国际最新研究成果,采用问卷调查和深度访谈两种数据收集方法,运用UTAUT模型,全面探讨人工智能赋能教学的接受度问题,为教育技术的发展和应用提供参考。研究发现,教师对人工智能赋能教学的总体态度和认知水平具有明显差异,受多种复杂因素的交互影响,主要包括绩效期望、努力期望、社会影响、促成条件以及感知风险等关键因素。其中,绩效期望、努力期望、社会影响、促成条件在提升教师对人工智能赋能教学的接受度方面具有显著的正向效应,而感知风险存在负向影响,性别、学科领域等因素的调节作用未呈现出显著性。根据研究结果,进一步提出提升人工智能赋能教学接受度的有效策略。
As an emerging teaching paradigm,AI-enabled teaching has attracted much attention and has been widely adopted worldwide.As the primary facilitators of the teaching instruction,teachers’acceptance of AI-enabled teaching directly affects the implementation effectiveness of this new approach.Drawing on the reality of China’s higher education environment and integrating insights from international research,this study employs a mixed-methods approach combining questionnaires and in-depth interviews.Using the UTAUT model,this study comprehensively examines the acceptance of AI-enhanced teaching,offering insights for the development and application of educational technology.The findings reveal significant differences in teachers’attitudes and cognitive levels toward AI-enhanced teaching,influenced by a complex interplay of factors,including performance expectancy,effort expectancy,social influence,facilitating conditions,and perceived risk.Among them,performance expectations,effort expectations,social influences and facilitating conditions exhibit significant positive effects on teachers’acceptance of AI-enhanced teaching,while perceived risk exerts a negative impact.Moderating effects of gender and disciplinary fields were found to be non-significant.Based on the findings,effective strategies to increase the acceptance of AI-enhanced teaching are suggested.