探究阿联酋本科生群体中情商与教育领域聊天机器人使用之间的关联：一项横断面研究
Examining the association between emotional intelligence and chatbot utilization in education: A cross-sectional examination of undergraduate students in the UAE.
作者信息
Mosleh Sultan M, Alsaadi Fton Ali, Alnaqbi Fatima Khamis, Alkhzaimi Meirah Abdullrahman, Alnaqbi Shamma Waleed, Alsereidi Waed Mohammed
机构信息
Health Science Division, Higher Colleges of Technology, Fujairah, PO Box 1626, United Arab Emirates.
Faculty of Nursing, Mutah University, Karak, Jordan.
出版信息
Heliyon. 2024 May 31;10(11):e31952. doi: 10.1016/j.heliyon.2024.e31952. eCollection 2024 Jun 15.
BACKGROUND
While Emotional Intelligence (EI) demonstrably affects academic success, literature lacks exploration of how implementing chatbot in education might influence both academic performance and students' emotional intelligence, despite the evident potential of such technology.
AIM
To investigate the associations between Emotional Intelligence (EI), chatbot utilization among undergraduate students.
METHODS
A cross-sectional approach was employed, utilizing a convenience sample of 529 undergraduate students recruited through online questionnaires. The participants completed the Trait Emotional Intelligence Questionnaire and modified and a modified versions of the unified theory of acceptance and use of technology (UTAUT) model.
RESULTS
of the 529 participants, 83.6 % (n = 440) of participants regularly used chatbot for learning. Students demonstrated a moderate average EI score (129.60 ± 50.15) and an exceptionally high score (89.61 ± 20.70) for chatbot acceptance and usage. A statistically significant (p < 0.001) positive correlation was found between chatbot usage frequency and EI total score. Gender and major emerged as significant factors, with female students (p < 0.05) and health science students (p < 0.05) utilizing chatbot less compared to male and other major students, respectively. A negative correlation (r = -0.111, p = 0.011) was observed between study hours and chatbot usage, suggesting students with higher study hours relied less on chatbot.
CONCLUSIONS
The positive correlation between chatbot use and EI in this study sparks promising avenues for enhancing the learning experience. By investing in further research to understand this link and integrate AI tools thoughtfully, policymakers and educators can cultivate a learning environment that prioritizes both academic excellence and student well-being, reflecting the values and perspectives of UAE culture.
背景
虽然情商（EI）显然会影响学业成绩，但尽管这种技术具有明显潜力，但文献中缺乏关于在教育中应用聊天机器人如何影响学业成绩和学生情商的探讨。
目的
调查本科生的情商（EI）与聊天机器人使用之间的关联。
方法
采用横断面研究方法，通过在线问卷招募了529名本科生作为便利样本。参与者完成了特质情商问卷以及技术接受与使用统一理论（UTAUT）模型的修改版。
结果
在529名参与者中，83.6%（n = 440）的参与者经常使用聊天机器人进行学习。学生的平均情商得分中等（129.60 ± 50.15），聊天机器人接受度和使用得分极高（89.61 ± 20.70）。聊天机器人使用频率与情商总分之间存在统计学显著正相关（p < 0.001）。性别和专业是显著因素，与男学生和其他专业学生相比，女学生（p < 0.05）和健康科学专业学生（p < 0.05）使用聊天机器人的频率较低。学习时间与聊天机器人使用之间存在负相关（r = -0.111，p = 0.011），这表明学习时间较长的学生对聊天机器人的依赖较少。
结论
本研究中聊天机器人使用与情商之间的正相关为提升学习体验带来了有前景的途径。通过投入进一步研究以理解这种联系并谨慎整合人工智能工具，政策制定者和教育工作者可以营造一个既注重学术卓越又关注学生福祉的学习环境，体现阿联酋文化的价值观和观点。
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