Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience
Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Chou, Chun-Mei [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2022 |
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| Anmerkung: |
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 |
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| Übergeordnetes Werk: |
Enthalten in: Education and information technologies - Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996, 27(2022), 6 vom: 15. März, Seite 8723-8750 |
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| Übergeordnetes Werk: |
volume:27 ; year:2022 ; number:6 ; day:15 ; month:03 ; pages:8723-8750 |
| Links: |
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| DOI / URN: |
10.1007/s10639-021-10866-9 |
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| Katalog-ID: |
SPR047933763 |
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| 520 | |a Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. | ||
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10.1007/s10639-021-10866-9 doi (DE-627)SPR047933763 (SPR)s10639-021-10866-9-e DE-627 ger DE-627 rakwb eng Chou, Chun-Mei verfasserin aut Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. Learning effectiveness of AI-based technology application (LE-AITA) (dpeaa)DE-He213 human-computer interaction experience (HCIE) (dpeaa)DE-He213 information and communications technology (ICT) (dpeaa)DE-He213 information and communications technology self-efficacy (ICT-SE) (dpeaa)DE-He213 Shen, Tsu-Chi aut Shen, Tsu-Chuan aut Shen, Chien-Hua aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 6 vom: 15. März, Seite 8723-8750 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:6 day:15 month:03 pages:8723-8750 https://dx.doi.org/10.1007/s10639-021-10866-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 6 15 03 8723-8750 |
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10.1007/s10639-021-10866-9 doi (DE-627)SPR047933763 (SPR)s10639-021-10866-9-e DE-627 ger DE-627 rakwb eng Chou, Chun-Mei verfasserin aut Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. Learning effectiveness of AI-based technology application (LE-AITA) (dpeaa)DE-He213 human-computer interaction experience (HCIE) (dpeaa)DE-He213 information and communications technology (ICT) (dpeaa)DE-He213 information and communications technology self-efficacy (ICT-SE) (dpeaa)DE-He213 Shen, Tsu-Chi aut Shen, Tsu-Chuan aut Shen, Chien-Hua aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 6 vom: 15. März, Seite 8723-8750 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:6 day:15 month:03 pages:8723-8750 https://dx.doi.org/10.1007/s10639-021-10866-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 6 15 03 8723-8750 |
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10.1007/s10639-021-10866-9 doi (DE-627)SPR047933763 (SPR)s10639-021-10866-9-e DE-627 ger DE-627 rakwb eng Chou, Chun-Mei verfasserin aut Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. Learning effectiveness of AI-based technology application (LE-AITA) (dpeaa)DE-He213 human-computer interaction experience (HCIE) (dpeaa)DE-He213 information and communications technology (ICT) (dpeaa)DE-He213 information and communications technology self-efficacy (ICT-SE) (dpeaa)DE-He213 Shen, Tsu-Chi aut Shen, Tsu-Chuan aut Shen, Chien-Hua aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 6 vom: 15. März, Seite 8723-8750 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:6 day:15 month:03 pages:8723-8750 https://dx.doi.org/10.1007/s10639-021-10866-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 6 15 03 8723-8750 |
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10.1007/s10639-021-10866-9 doi (DE-627)SPR047933763 (SPR)s10639-021-10866-9-e DE-627 ger DE-627 rakwb eng Chou, Chun-Mei verfasserin aut Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. Learning effectiveness of AI-based technology application (LE-AITA) (dpeaa)DE-He213 human-computer interaction experience (HCIE) (dpeaa)DE-He213 information and communications technology (ICT) (dpeaa)DE-He213 information and communications technology self-efficacy (ICT-SE) (dpeaa)DE-He213 Shen, Tsu-Chi aut Shen, Tsu-Chuan aut Shen, Chien-Hua aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 6 vom: 15. März, Seite 8723-8750 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:6 day:15 month:03 pages:8723-8750 https://dx.doi.org/10.1007/s10639-021-10866-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 6 15 03 8723-8750 |
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10.1007/s10639-021-10866-9 doi (DE-627)SPR047933763 (SPR)s10639-021-10866-9-e DE-627 ger DE-627 rakwb eng Chou, Chun-Mei verfasserin aut Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. Learning effectiveness of AI-based technology application (LE-AITA) (dpeaa)DE-He213 human-computer interaction experience (HCIE) (dpeaa)DE-He213 information and communications technology (ICT) (dpeaa)DE-He213 information and communications technology self-efficacy (ICT-SE) (dpeaa)DE-He213 Shen, Tsu-Chi aut Shen, Tsu-Chuan aut Shen, Chien-Hua aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 6 vom: 15. März, Seite 8723-8750 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:6 day:15 month:03 pages:8723-8750 https://dx.doi.org/10.1007/s10639-021-10866-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 6 15 03 8723-8750 |
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Chou, Chun-Mei misc Learning effectiveness of AI-based technology application (LE-AITA) misc human-computer interaction experience (HCIE) misc information and communications technology (ICT) misc information and communications technology self-efficacy (ICT-SE) Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience |
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Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience Learning effectiveness of AI-based technology application (LE-AITA) (dpeaa)DE-He213 human-computer interaction experience (HCIE) (dpeaa)DE-He213 information and communications technology (ICT) (dpeaa)DE-He213 information and communications technology self-efficacy (ICT-SE) (dpeaa)DE-He213 |
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influencing factors on students’ learning effectiveness of ai-based technology application: mediation variable of the human-computer interaction experience |
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Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience |
| abstract |
Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 |
| abstractGer |
Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 |
| abstract_unstemmed |
Abstract This research investigated 1,552 university students to explore the correlation between their learning effectiveness of artificial intelligence (AI) technology application and its influencing factors. The aim is to provide a reference for school planning and application of AI in information and communications technology (ICT) teaching. The results show that ICT self-efficacy (ICT-SE) has a significant direct effect, and human-computer interaction experience (HCIE) has a significant indirect effect on lLearning effectiveness of AI-based technology applications (LE-AITA). The impact model of university student ICT-SE and HCIE on LE-AITA exhibits a good fit. The recommendation is that Taiwan education improve the AI learning environment, provide a suitable platform for the use and development of educational technology, and create a seamless teaching and learning experience. We discuss influencing factors and provide suggestions for the development of AI education. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 |
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Influencing factors on students’ learning effectiveness of AI-based technology application: Mediation variable of the human-computer interaction experience |
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https://dx.doi.org/10.1007/s10639-021-10866-9 |
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Shen, Tsu-Chi Shen, Tsu-Chuan Shen, Chien-Hua |
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2024-07-03T15:57:38.890Z |
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