بررسی نقش میانجی خودکارآمدی در رابطه سواد دیجیتالی و قصد رفتاری معلمان برای استفاده از هوش مصنوعی در آموزش
محورهای موضوعی :شهلا حسینی 1 , غفار کریمیان پور 2 , ادریس دشتی 3 , سمیه جعفری ندوشن 4
1 - دکتری، فلسفه تعلیم و تربیت، دانشگاه فرهنگیان یزد
2 - دکتری، مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی
3 - کارشناسی ارشد، تحقیقات آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تهران
4 - دکتری، برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی؛ دانشگاه الزهرا
کلید واژه: سواد دیجیتالی, خودکارآمدی, قصد رفتاری, هوش مصنوعی,
چکیده مقاله :
این پژوهش با هدف بررسی نقش میانجی خودکارآمدی معلم در رابطه سواد دیجیتالی و قصد رفتاری معلمان برای استفاده از هوش مصنوعی در آموزش انجام شد. روش پژوهش توصیفی از نوع همبستگی با رویکرد معادلات ساختاری بود. جامعه آماری پژوهش شامل تمامی معلمان مقطع ابتدایی شهرستان ثلاث باباجانی به تعداد 352 نفر بود با استفاده از روش نمونه گیری در دستری تعداد 186 نفر به عنوان نمونه انتخاب شدند. برای گردآوری دادهها از پرسشنامه سواد دیجیتال، خودکارآمدی و قصد رفتاری استفاده شد و برای تحلیل دادهها از نرم افزار SPSS و روش های آمار توصیفی و استنباطی و برای بررسی برازش مدل از نرم افزار SMART PLS استفاده شد. نتایج تحلیل داده ها نشان داد که سواد دیجیتال بر قصد رفتار معلمان در استفاده از هوش مصنوعی در آموزش تاثیر مثبت و مستقیم دارد، خودکارآمدی بر قصد رفتار معلمان در استفاده از هوش مصنوعی در آموزش تاثیر مثبت و مستقیم دارد، سواد دیجیتال بر خودکارآمدی معلمان تاثیر مثبت و مستقیم دارد و خودکارآمدی در رابطه بین سواد دیجیتال و قصد رفتار معلمان در استفاده از هوش مصنوعی در آموزش نقش میانجی دارد. بنابراین می توان گفت که سواد دیجیتال و خودکارآمدی از متغیرهای مهم و موثر بر قصد رفتاری معلمان در استفاده از هوش مصنوعی هستند که لازم است مورد توجه پژوهشگران قرار بگیرد.
This research was conducted with the aim of investigating the mediating role of teacher self-efficacy in relation to digital literacy and teachers' behavioral intention to use artificial intelligence in education. The descriptive research method was correlation type with structural equation approach. The statistical population of the research included all the primary school teachers of Salas Babajani city with the number of 352 people, using random sampling method, 186 people were selected as a sample. Digital literacy, self-efficacy and behavioral intention questionnaires were used to collect data, and SPSS software and descriptive and inferential statistical methods were used for data analysis, and SMART PLS software was used to check model fit. The results of the data analysis showed that digital literacy has a positive and direct effect on teachers' intention to use artificial intelligence in education, self-efficacy has a positive and direct effect on teachers' intention to use artificial intelligence in education, digital literacy has an effect on teachers' self-efficacy It is positive and direct, and self-efficacy plays a mediating role in the relationship between digital literacy and teachers' behavioral intention in using artificial intelligence in education. Therefore, it can be said that digital literacy and self-efficacy are important and effective variables on teachers' behavioral intention in using artificial intelligence, which needs to be paid attention to by researchers.
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