شناسایی و رتبه بندی عوامل موثر بر پذیرش هوش مصنوعی در آموزش

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار برنامه ریزی آموزش از دور گروه علوم تربیتی، دانشگاه پیام نور، ایران

2 2- دانشجوی دکتری برنامه ریزی آموزش از راه دور، دانشگاه پیام نور، واحد امارات

چکیده

زمینه و هدف: این پژوهش با هدف شناسایی عوامل مؤثر بر پذیرش هوش مصنوعی در آموزش و ارائه یک مدل بومی برای ارتقاء استفاده از این فناوری در نظام آموزشی ایران انجام شده است. با توجه به نقش کلیدی هوش مصنوعی در توسعه آموزش، این مطالعه تلاش دارد تا با تحلیل دقیق عوامل مرتبط، راهبردهایی کاربردی برای افزایش پذیرش و بهره‌برداری مؤثر از این فناوری در محیط‌های آموزشی کشور ارائه دهد.
روش‌شناسی: این مطالعه با رویکرد آمیخته متوالی و روش اکتشافی انجام شد. در بخش کیفی، از تکنیک فراترکیب و دلفی برای شناسایی و غربال‌گری شاخص‌های اولیه استفاده گردید. جامعه آماری شامل اسناد علمی، مقالات و ۱۷ خبره در حوزه‌های هوش مصنوعی، علوم تربیتی و مدیریت فناوری بود که به صورت هدفمند انتخاب شدند. در بخش کمی، ۳۱۹ استاد علوم تربیتی دانشگاه‌های شهر تهران به روش خوشه‌ای مرحله‌ای انتخاب شدند و یک پرسشنامه ۷۳ گویه‌ای که بر اساس یافته‌های کیفی طراحی شده بود، بین آنان توزیع شد. روایی و پایایی ابزار با روش‌های آماری تأیید شد و داده‌ها با نرم‌افزارهای MaxQDA2018، SPSS و SmartPLS تحلیل گردید.
یافته‌ها: نتایج نشان داد چهار بعد اصلی در پذیرش هوش مصنوعی نقش دارند: فردی (نگرش، تجربه قبلی، سواد فناوری، خودکارآمدی)، سازمانی (فرهنگ سازمانی، مدیریت، زیرساخت‌ها)، تکنولوژیکی (سهولت استفاده، عملکرد، امنیت و حریم خصوصی) و آموزشی (مفید بودن، تأثیر بر نقش یاددهنده، انعطاف‌پذیری). تحلیل شاخص AVE نشان داد بعد تکنولوژیکی (0.63) بیشترین و بعد سازمانی (0.52) کمترین اولویت را دارند.
نتیجه‌گیری: برای پذیرش موفق هوش مصنوعی در آموزش، تمرکز بر عوامل تکنولوژیکی ضروری است. همچنین، تقویت ابعاد فردی، آموزشی و سازمانی به طور همزمان می‌تواند به بهبود پذیرش و بهره‌برداری از این فناوری در نظام آموزشی کشور کمک کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Identifying and Ranking Factors Affecting The Adoption of Artificial Intelligence in Education

نویسندگان [English]

  • Nazila Khatib Zanjani 1
  • Mahsa Karimi 2
1 Associate Professor of Distance Education Planning, Department of Educational Sciences, Payame_ Noor University, Iran
2 PhD student, Department of Distance Education Planning, Payame_ Noor University, Emirates Branch
چکیده [English]

Background and Objective: This study explores factors influencing the acceptance of artificial intelligence (AI) in education and proposes a localized model to encourage its adoption in Iran’s educational system. Recognizing the transformative role of AI in advancing education, the research aims to develop practical strategies to boost acceptance and effective utilization of this technology. By analyzing key influencing factors, the study seeks to address challenges and promote AI integration in educational environments.
Methodology: A sequential mixed-method approach was employed. In the qualitative phase, meta-synthesis and Delphi techniques were used to identify and refine initial indicators. The research drew upon scientific documents, articles, and insights from 17 experts specializing in AI, educational sciences, and technology management, selected via purposive sampling. In the quantitative phase, 319 professors of educational sciences at Tehran universities were surveyed using a staged cluster sampling method. A 73-item questionnaire, derived from qualitative findings, was distributed. Statistical methods validated the instrument, and data were analyzed using MaxQDA2018, SPSS, and SmartPLS software.
Findings: Findings revealed four dimensions influencing AI acceptance: individual (attitude, experience, technology literacy, self-efficacy), organizational (culture, management, infrastructure), technological (ease of use, performance, security, privacy), and educational (usefulness, teacher role impact, flexibility). Among these, the technological dimension scored highest (AVE 0.63), while the organizational dimension ranked lowest (AVE 0.52).
Conclusion: The study concludes that emphasizing technological aspects while strengthening individual, educational, and organizational factors is key to ensuring successful AI adoption and utilization in educational systems.

کلیدواژه‌ها [English]

  • Technology Acceptance
  • Artificial Intelligence
  • Higher Education

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  • تاریخ دریافت: 17 شهریور 1404
  • تاریخ بازنگری: 08 اسفند 1404
  • تاریخ پذیرش: 24 فروردین 1405
  • تاریخ اولین انتشار: 24 فروردین 1405
  • تاریخ انتشار: 01 فروردین 1405

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