教师人机协同教学满意度影响因素研究——基于结构方程与模糊集定性比较分析

Research on the Factors Influencing Teachers’ Satisfaction with Human-Computer Collaborative Teaching: Based on Structural Equations and Fuzzy-sets Qualitative Comparative Analysis

人机协同作为智能技术应用的重要形式,在实现个性化学习、终身学习等方面对于教育数字转型的实现与推进具有重要意义,是教育数字化转型的必然选择与本质要求。伴随着教育数字化转型背景下人机协同教学不断深入发展,当前人机协同教学效果如何?有哪些影响因素?目前学术界还缺乏对这些问题的关注。研究基于期望确认理论、动机理论和信息系统成功模型,结合访谈分析,构建了教师人机协同教学满意度的影响因素模型,旨在探讨人机协同教学过程中教师行为教学效果、教学意愿之间的相关性。研究结果显示:教师人机协同教学的满意度、有用性感知和娱乐性感知对其持续性行为意向存在积极显著影响;教师在人机协同教学中的娱乐性感知和期望确认以及人机协同本身的信息质量和系统质量对教师的满意度存在积极显著影响;教师在人机协同教学中的期望确认和人机协同本身的信息质量和系统质量对教师的有用性感知存在积极显著影响。进一步通过模糊集定性比较分析可知,娱乐性感知是影响教师人机协同持续性行为意向的必要条件,有用性感知、信息质量和系统质量是影响持续性行为意向的核心条件。并且通过组态效应分析可知,教师人机协同教学持续行为意向的影响因素共有七种组合模式,不同因素通过组合对持续行为意向产生影响,七种解的覆盖率为0.900921,解的一致性为0.879281,对持续行为意向具有良好的解释度。通过分析可以看出,教师人机协同教学满意度还有待提升。

As an important form of intelligent technology application,human-machine collaboration is of great significance to the realization and promotion of educational digital transformation in terms of personalized learning and lifelong learning,and is the inevitable choice and essential requirement of educational digital transformation.Under the background of digital transformation of education,human-machine collaborative teaching has been developing in depth.So how effective is human-computer collaborative teaching?What are the influencing factors?There is a lack of academic attention to these issues.Based on expectation confirmation theory,motivation theory and information system success model,combined with interview analysis,the study established a model of the influencing factors of teachers’satisfaction with human-computer co-teaching,and then conducted an empirical study.The results of the study showed that teachers’satisfaction,perceived usefulness and entertainment sensibility in human-computer collaborative teaching have positive and significant effects on their persistent behavioral intention;teachers’entertainment sensibility and expectation confirmation in human-computer co-teaching and the information quality and system quality of the human-computer co-teaching itself have positive and significant effects on teachers’satisfaction;elementary and middle school teachers’expectation confirmation in human-computer co-teaching and the information quality and system quality of the human-computer co-teaching itself have positive and significant effects on teachers’perceived usefulness.Further qualitative comparative analysis of fuzzy-sets shows that entertainment sensibility is a necessary condition influencing the persistent behavioral intention of primary and secondary school teachers in human-computer co-teaching,and perceived usefulness,information quality and system quality are the core conditions influencing the persistent behavioral intention.Meanwhile,through the group effect analysis,it can be seen that there are seven combination modes of the factors influencing the sustained behavioral intention of teachers’human-computer collaborative teaching,and different factors have an impact on the sustained behavioral intention through the combinations,and the coverage of the seven solutions is 0.900921,and the consistency of the solutions is 0.879281,which is a good degree of explanation for the satisfaction.The analysis shows that there is still room for improvement in the satisfaction of primary and secondary school teachers in human-computer co-teaching.Finally,based on the above findings,certain suggestions and corresponding countermeasures are proposed.