تأثیر پذیرش، سهولت استفاده و تجربه معلمان از هوش مصنوعی بر کارآمدی تدریس آنان با نقش تعدیل‌کنندگی انگیزش درونی معلمان و علاقه دانش‌آموزان (مورد مطالعه: معلمان تاریخ شهر بغداد)

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

چکیده
هدف: در حالی که تحقیقات موجود، جنبه‌های مختلف هوش مصنوعی در آموزش، از جمله کاربردها و چالش‌های پیاده‌سازی آن را بررسی کرده‌اند، اما شکاف قابل توجهی در درک محرک‌های ادراک و پذیرش ابزارهای هوش مصنوعی توسط معلمان در تدریس وجود دارد. این شکاف، مطالعه‌ای جامع را برای بررسی عوامل داخلی و خارجی که بر پذیرش و استفاده معلمان از ابزارهای هوش مصنوعی در محیط‌های آموزش تأثیر می‌گذارند، می‌طلبد. لذا هدف پژوهش حاضر، بررسی تأثیر پذیرش، سهولت استفاده و تجربه معلمان از هوش مصنوعی بر کارآمدی تدریس آنان با نقش تعدیل‌کنندگی انگیزش درونی معلمان و علاقه دانش‌آموزان بود.
روش: نوع پژوهش، توصیفی-همبستگی و جامعـه‌‌آماری شامل معلمان تاریخ شهر بغداد بودند که حجم نمونه از طریق فرمول کوکران 245 نفر تعیین شد. ابزار پژوهش شامل پرسشنامه‌‌های مهارت پذیرش، سهولت استفاده، تجربه معلمان از هوش مصنوعی، علاقه، کارآمدی تدریس و انگیزش درونی بود. پایایی ابزارها از طریق آلفای کرونباخ، بالای 70/0 بدست آمد. تحلیل داده‌ها از طریق نرم‌افزارهای SPSS26 و Smart Pls3 انجام شد.
یافته‌ها: نتایج نشان داد ضرایب مسیر هوش مصنوعی و کارآمدی تدریس (282/0=B)، انگیزش درونی و کارآمدی تدریس (273/0=B) و علاقه و کارآمدی تدریس (299/0=B) است که همه اثرات، مثبت و معنادار است. همچنین نقش تعدیل‌گری علاقه و انگیزش درونی در تأثیر هوش مصنوعی بر کارآمدی تدریس تأیید شد.
نتیجه‌گیری: فراهم‌سازی دسترسی هدایت‌شده به منابع آموزشی مبتنی بر هوش مصنوعی و آموزش نحوه استفاده مسئولانه و هدفمند از آن‌ها می‌تواند به معلمان کمک کند آموزش و تدریس را به‌عنوان فرایندی چندبعدی تجربه کنند.

کلیدواژه‌ها


عنوان مقاله English

The effect of teachers' acceptance, ease of use, and experience with artificial intelligence on their teaching efficiency: The moderating role of teachers’ intrinsic motivation and students' interest (Case study: History teachers in Baghdad)

نویسندگان English

Abd-Zeinab Ali-Abd
Razieh Aghababaei
Hamid Rahimi
Department of Education, School of Humanity, University of Kashan, Kashan, Iran
چکیده English

Purpose: While existing research has examined various aspects of AI in education, including its applications and implementation challenges, there is a significant gap in understanding the drivers of teachers' perception and adoption of AI tools in teaching. This gap, calls for a comprehensive study to examine the internal and external factors that influence teachers’ adoption and use of AI tools in educational settings. Therefore, the purpose of the present study was to investigate the effect of teachers' acceptance, ease of use, and experience with artificial intelligence on their teaching efficiency with the moderating role of teachers' intrinsic motivation and students' interest.
Method: The research type was descriptive-correlational and statistical population, including history teachers in Baghdad, with a sample size of 245 determined through the Cochran formula. The research tools included questionnaires: acceptance skills, ease of use, teachers' experience with artificial intelligence, interest, teaching efficiency, and intrinsic motivation. The reliability of the instruments was obtained through Cronbach's alpha, above 0.70. Data analysis was performed through SPSS26 and Smart PLS3 software’s.
Results: The results showed that the path coefficients of artificial intelligence and teaching efficiency (B=0.282), intrinsic motivation and teaching efficiency (B=0.273), and interest and teaching effectiveness (B=0.299), which are all positive & significant effects. Also, the moderating role of interest and intrinsic motivation in the effect of artificial intelligence on teaching efficiency was confirmed.
Conclusion: The providing guided access to AI-based educational resources and training on how to use them responsibly and purposefully can help teachers experience education and teaching as a multidimensional process.

کلیدواژه‌ها English

Artificial Intelligence
Teaching Efficiency
Intrinsic Motivation
Interest
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