中小学教师机器人教育接受度影响因素研究
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摘要
人工智能时代的到来,机器人教育已经成为提升学生数字化胜任力的重要方式。而教师是否愿意接受机器人教育,关系到机器人教育实施的效果和机器人教育的可持续发展。研究以参加"江西省中小学校机器人教练员培训班"的190位教师为调查对象,通过对UTAUT模型及其对应量表修改,从绩效期望、努力期望、社群影响及促成条件四个维度调查分析了教师对机器人教育的接受度,研究了性别、年龄、教龄和信息技术精通程度对教师机器人教育接受度的调节作用。结果显示:(1)促成条件对教师机器人教育接受程度的影响是直接而显著的;(2)不同教龄的教师仅在绩效期望上存在显著差异;(3)不同信息技术精通程度的教师仅在社群影响上存在显著差异。最后,研究从体系先行、制度保障、创新推进三个方面提出了中小学开展机器人教育的建议。
With the advent of artificial intelligence era, robot education has become an important way to enhance students' digital competence. Whether teachers are willing to accept robot education is related to the implementation effect and the sustainable development of robot education. The study takes 190 teachers who participated in "Training Course for Robot Coaches in Primary and Secondary Schools in Jiangxi Province" as research subjects, investigates teachers' acceptance of robot education from four dimensions of performance expectation, effort expectation, community influence and facilitating conditions by modifying the UTAUT model. This study also analyzes the regulating effect of teacher's gender, age,teaching age and information technology proficiency on teachers' acceptance of robot education. The results show that:(1) the effects of facilitating conditions are direct and significant;(2) teachers of different teaching ages only have significant differences in performance expectations;(3) teachers with different information technology proficiency only have significant differences in community impact. Finally, this study puts forward some suggestions on how to carry out robot education in primary and secondary schools from three aspects: system first, system guarantee and innovation promotion.
With the advent of artificial intelligence era, robot education has become an important way to enhance students' digital competence. Whether teachers are willing to accept robot education is related to the implementation effect and the sustainable development of robot education. The study takes 190 teachers who participated in "Training Course for Robot Coaches in Primary and Secondary Schools in Jiangxi Province" as research subjects, investigates teachers' acceptance of robot education from four dimensions of performance expectation, effort expectation, community influence and facilitating conditions by modifying the UTAUT model. This study also analyzes the regulating effect of teacher's gender, age,teaching age and information technology proficiency on teachers' acceptance of robot education. The results show that:(1) the effects of facilitating conditions are direct and significant;(2) teachers of different teaching ages only have significant differences in performance expectations;(3) teachers with different information technology proficiency only have significant differences in community impact. Finally, this study puts forward some suggestions on how to carry out robot education in primary and secondary schools from three aspects: system first, system guarantee and innovation promotion.
引文
[1]国务院.新一代人工智能发展规划[EB/OL].(2017-08-24)[2018-10-26].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm.
[2]教育部.中小学综合实践活动课程指导纲要[EB/OL].(2017-09-27)[2018-10-26].http://www.moe.gov.cn/srcsite/A26/s8001/201710/t20171017_316616.html.
[3]吴永和.机器智能视域下的机器人教育发展现状、实践、反思与展望[J].远程教育杂志,2018(4):79-87.
[4]SMITH J A,SIVO S A.Predicting continued use of onine teacher professional development and the influence of social presence and sociability[J].British journal of educational technology,2012,43(6):871-882.
[5]李艺,谢作如.机器人教育何以进入中小学课堂[J].中国信息技术教育,2015(10):4-9.
[6]魏啸天.机器人教育在中小学的应用初探[J].中国信息技术教育,2016(6):101-102.
[7]钟柏昌,张禄.基于核心素养的中小学机器人教材内容设计[J].中小学信息技术教育,2015(6):14-16.
[8]钟柏昌.中小学机器人教育的核心理论研究——机器人教学模式的新分类[J].电化教育研究,2016(12):87-92.
[9]王小根,张爽.面向创客教育的中小学机器人教学研究[J].现代教育技术,2016(8):116-121.
[10]金书辉,郑燕林.高中Arduino机器人课程学习现状调查与分析[J].中国电化教育,2017(12):115-119.
[11]KHANLARI A. Effects of robotics on 21st century skills[J].European scientific journal,2013,9(27):26-36.
[12]TOUSUNTA B,KARADAˇG E,ORHAN S. The factors affecting acceptance and use of interactive whiteboard within the scope of fatih project:a structural equation model based on the unified theory of acceptance and use of technology[J].Computers&education,2015,81:169-178.
[13]PYNOO B,DEVOLDER P,TONDEUR J,et al. Predicting secondary school teachers'acceptance and use of a digital learning environment:a cross-sectional study[J]. Computers in human behavior,2011,27(1):568-575.
[14]江丰光,田浩,李心怡,等.创客教育教师接受度影响因素实证分析[J].现代远程教育研究,2017(6):103-111.
[15]张汉玉,钱冬明,任友群.推进电子书包教学应用:教师接受度的实证研究[J].电化教育研究,2015,36(10):92-97.
[16]VENKATESH V,MORRIS M G,DAVIS G B,et al.User acceptance of information technology:toward a unified view[J].Mis quarterly,2003,27(3):425-478.
[17]钟柏昌,张禄.我国中小学机器人教育的现状调查与分析[J].中国电化教育,2015(7):101-107.
[18]徐多,胡卫星,赵苗苗.困境与破局:我国机器人教育的研究与发展[J].现代教育技术,2017,27(10):94-99.
[19]李红霞,赵呈领,蒋志辉,梁云真.学前教师信息化教学接受度的影响因素——基于UTAUT模型的实证分析[J].学前教育研究,2017(4):14-25.
[20]SCHAIK P.Unified theory of acceptance and use for websites usedby students in higher education[J].Journal of educational computing research,2009(2):229-257.
[2]教育部.中小学综合实践活动课程指导纲要[EB/OL].(2017-09-27)[2018-10-26].http://www.moe.gov.cn/srcsite/A26/s8001/201710/t20171017_316616.html.
[3]吴永和.机器智能视域下的机器人教育发展现状、实践、反思与展望[J].远程教育杂志,2018(4):79-87.
[4]SMITH J A,SIVO S A.Predicting continued use of onine teacher professional development and the influence of social presence and sociability[J].British journal of educational technology,2012,43(6):871-882.
[5]李艺,谢作如.机器人教育何以进入中小学课堂[J].中国信息技术教育,2015(10):4-9.
[6]魏啸天.机器人教育在中小学的应用初探[J].中国信息技术教育,2016(6):101-102.
[7]钟柏昌,张禄.基于核心素养的中小学机器人教材内容设计[J].中小学信息技术教育,2015(6):14-16.
[8]钟柏昌.中小学机器人教育的核心理论研究——机器人教学模式的新分类[J].电化教育研究,2016(12):87-92.
[9]王小根,张爽.面向创客教育的中小学机器人教学研究[J].现代教育技术,2016(8):116-121.
[10]金书辉,郑燕林.高中Arduino机器人课程学习现状调查与分析[J].中国电化教育,2017(12):115-119.
[11]KHANLARI A. Effects of robotics on 21st century skills[J].European scientific journal,2013,9(27):26-36.
[12]TOUSUNTA B,KARADAˇG E,ORHAN S. The factors affecting acceptance and use of interactive whiteboard within the scope of fatih project:a structural equation model based on the unified theory of acceptance and use of technology[J].Computers&education,2015,81:169-178.
[13]PYNOO B,DEVOLDER P,TONDEUR J,et al. Predicting secondary school teachers'acceptance and use of a digital learning environment:a cross-sectional study[J]. Computers in human behavior,2011,27(1):568-575.
[14]江丰光,田浩,李心怡,等.创客教育教师接受度影响因素实证分析[J].现代远程教育研究,2017(6):103-111.
[15]张汉玉,钱冬明,任友群.推进电子书包教学应用:教师接受度的实证研究[J].电化教育研究,2015,36(10):92-97.
[16]VENKATESH V,MORRIS M G,DAVIS G B,et al.User acceptance of information technology:toward a unified view[J].Mis quarterly,2003,27(3):425-478.
[17]钟柏昌,张禄.我国中小学机器人教育的现状调查与分析[J].中国电化教育,2015(7):101-107.
[18]徐多,胡卫星,赵苗苗.困境与破局:我国机器人教育的研究与发展[J].现代教育技术,2017,27(10):94-99.
[19]李红霞,赵呈领,蒋志辉,梁云真.学前教师信息化教学接受度的影响因素——基于UTAUT模型的实证分析[J].学前教育研究,2017(4):14-25.
[20]SCHAIK P.Unified theory of acceptance and use for websites usedby students in higher education[J].Journal of educational computing research,2009(2):229-257.