Deconstructing University Learners' Adoption Intention Towards AIGC Technology: A Mixed‐Methods Study Using ChatGPT as an Example.
Background: ChatGPT, as a cutting‐edge technology in education, is set to significantly transform the educational landscape, raising concerns about technological ethics and educational equity. Existing studies have not fully explored learners' intentions to adopt artificial intelligence generated co...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 17 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183981465&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981465 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981465 183981465 183981465 10.1111/jcal.13117 183981465 ppf: 1 ppct: 16 formats: tig: atl: Deconstructing University Learners' Adoption Intention Towards AIGC Technology: A Mixed‐Methods Study Using ChatGPT as an Example. aug: au: Wang, Chengliang Chen, Xiaojiao Hu, Zhebing Jin, Sheng Gu, Xiaoqing affil: Department of Education Information Technology, Faculty of Education, East China Normal University, Shanghai, China sug: subj: Artificial Intelligence, Generative Learning Methods Students, College Motivation Intention Student Attitudes Educational Technology Human Multimethod Studies Grounded Theory Questionnaires Interviews Random Sample Task Performance and Analysis Coding Methods Information Literacy Models, Theoretical Decision Making Exploratory Research ab: Background: ChatGPT, as a cutting‐edge technology in education, is set to significantly transform the educational landscape, raising concerns about technological ethics and educational equity. Existing studies have not fully explored learners' intentions to adopt artificial intelligence generated content (AIGC) technology, highlighting the need for deeper insights into the factors influencing adoption. Objectives: This study aims to investigate higher education learners' adoption intentions towards AIGC technology, with a focus on understanding the underlying reasons and future prospects for its application in education. Methods: The research is divided into two phases. First, an exploratory analysis involving practical activities and interviews develops an action decision framework for AIGC adoption. Second, a confirmatory analysis using fuzzy‐set qualitative comparative analysis on 233 valid questionnaires identifies six configurations associated with high adoption intentions, emphasising the roles of AI literacy and perceived behavioural control. Results and Conclusions: The study reveals key factors influencing AIGC adoption, including the importance of AI literacy and perceived behavioural control. It provides actionable insights for educators and learners to prepare for and effectively integrate AIGC technology, ensuring equitable and adaptive educational practices. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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