Yao Ni, Wang Qiong
School of Educational Science, Nanjing Normal University of Special Education, Nanjing, China.
College of Science (Teachers College), Shaoyang University, Shaoyang, China.
Heliyon. 2024 Jul 18;10(14):e34894. doi: 10.1016/j.heliyon.2024.e34894. eCollection 2024 Jul 30.
The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers' intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.
人工智能在教育中的应用（AIEd）在全球范围内变得越来越重要。在中国，缺乏关于职前特殊教育（SPED）教师在数字素养和教师自我效能方面对AIEd的行为意向的研究。基于技术接受模型，我们的研究评估了影响职前特殊教育教师对教育中人工智能意向的各个方面。数据收集自一所中国公立特殊教育师范大学的274名职前特殊教育教师，并使用结构方程模型（SEM）进行分析。结果表明，数字素养与对AIEd的感知有用性和易用性相关，这影响了特殊教育教师使用AIEd的意向。此外，数字素养对特殊教育教师的自我效能有显著影响。鉴于这些结果，特殊教育中的人工智能设计者应该理解AIEd在促进行为意向形成方面的有效性和可用性。同时，应该开发确定数字素养培训关键内容和活动的特殊教育项目，教育工作者应该尝试实施相关的职前培训，以增强职前特殊教育教师对AIEd的意向。
