Cortez Patrick M, Ong Ardvin Kester S, Diaz John Francis T, German Josephine D, Singh Jagdeep Singh Jassel Satwant
School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines.
E.T. Yuchengo School of Business, Mapúa University, 1191 Pablo Ocampo Sr. Ext., Makati, Metro Manila 1205, Philippines.
Heliyon. 2024 Feb 6;10(3):e25896. doi: 10.1016/j.heliyon.2024.e25896. eCollection 2024 Feb 15.
During the pandemic, artificial intelligence was employed and utilized by students around the globe. Students' conduct changed in a variety of ways when schooling returned to regular instruction. This study aimed to analyze the student's behavioral intention and actual academic use of communicational AI (CAI) as an educational tool. This study identified the variables by utilizing an integrated framework based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) and self-determination theory. Through the use of an online survey and Structural Equation Modeling, data from 533 respondents were analyzed. The results showed that perceived relatedness has the most significant effect on the behavioral intention of students in using CAI as an educational tool, followed by perceived autonomy. It showed that students use CAI based on the objective and the possibility of increasing their productivity, rather than any other purpose in the education setting. Among the UTAUT2 domains, only facilitating conditions, habit, and performance expectancy provided a significant direct effect on behavioral intention and an indirect effect on actual academic use. Further implications were presented. Moreover, the methodology and framework of this study could be extended and applied to educational technology-related studies. Lastly, the outcome of this study may be considered in analyzing the behavioral intention of the students as the teaching-learning environment is still continuously expanding and developing.
在疫情期间，全球各地的学生都在使用和利用人工智能。当学校恢复常规教学时，学生的行为发生了多种变化。本研究旨在分析学生将通信人工智能（CAI）作为教育工具的行为意向和实际学术使用情况。本研究通过运用基于技术接受与使用统一理论（UTAUT2）和自我决定理论的综合框架来确定变量。通过在线调查和结构方程模型，对533名受访者的数据进行了分析。结果表明，感知关联性对学生将CAI作为教育工具的行为意向影响最为显著，其次是感知自主性。结果显示，学生使用CAI是基于提高学习效率的目标和可能性，而非教育环境中的其他任何目的。在UTAUT2领域中，只有促进条件、习惯和绩效期望对行为意向有显著的直接影响，并对实际学术使用有间接影响。文中还提出了进一步的启示。此外，本研究的方法和框架可扩展并应用于教育技术相关研究。最后，鉴于教学学习环境仍在不断扩展和发展，本研究结果在分析学生的行为意向时可作参考。
