Factors Influencing Students' Behavioral Intention to Continue Artificial Intelligence Learning

被引：35

作者：

Chai, Ching Sing ^{[1
]}

Lin, Pei-Yi ^{[1
]}

Jong, Morris Siu-yung ^{[1
]}

Dai, Yun ^{[1
]}

Chiu, Thomas K. F. ^{[1
]}

Huang, Biyun ^{[2
]}

机构：

[1] Chinese Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China

[2] Chinese Univ Hong Kong, Ctr Learning Sci & Technol, Hong Kong, Peoples R China

来源：

2020 INTERNATIONAL SYMPOSIUM ON EDUCATIONAL TECHNOLOGY (ISET 2020) | 2020年

关键词：

artificial intelligence; behavioral intention; literacy; confidence; social good; TUTORING SYSTEMS; ACCEPTANCE; ADOPTION;

D O I：

10.1109/ISET49818.2020.00040

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Artificial intelligence (AI) is increasingly employed in education for enhancing teaching practices and meeting students' learning needs. A number of AI learning opportunities in K-12 and higher education continue to grow across the world. Yet, little research has been done to investigate K-12 students' behavioral intention to learn AI. This study, which involved a sample of 131 primary students, examined the factors that affect students' behavioral intention to engage in AI learning. The exploratory factor analysis was employed to validate a four-factor survey. The general factor model includes (i) AI literacy, (ii) confidence in AI, (iii) AI for social good, and (iv) behavioral intention The results showed that the first 3 factors were positively associated with the last factor. Students perceive the purpose of learning AI for social good as the most powerful predictor for their behavioral intention.

引用

页码：147 / 150

页数：4

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