高职院校教师生成式人工智能使用意愿及影响因素研究

Research on Vocational College Teachers’ Usage Intention toward Generative Artificial Intelligence and Its Influencing Factors

摘要: 在教育数字化转型背景下，生成式人工智能逐渐应用于教育教学，对教师教学方式产生重要影响。基于技术接受模型(TAM)与计划行为理论(TPB)构建整合模型，并引入感知风险、信任与职业相关性变量，通过414份高职院校教师问卷数据进行结构方程模型分析。结果表明，高职教师整体对生成式人工智能持较为积极态度，但在内容准确性、隐私安全及教学适配性方面仍存在一定顾虑。感知风险对信任和行为态度产生显著负向影响，而信任、感知易用性和感知有用性对行为态度具有显著正向影响；感知有用性、行为态度和主观规范均显著正向影响使用意向，其中主观规范影响最为显著。知觉行为控制对行为意向影响不显著。职业相关性在感知有用性与行为意向、行为态度与行为意向之间发挥显著正向调节作用。研究结果为生成式人工智能在职业教育教学中的合理应用与推广提供了实证依据。

Abstract: In the context of educational digital transformation, generative artificial intelligence (GAI) is increasingly applied in teaching and exerts an important influence on teachers’ instructional methods. An integrated model based on the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB) is constructed, incorporating perceived risk, trust, and professional relevance. Data from 414 vocational college teachers are analyzed using structural equation modeling. The results show that vocational teachers generally hold a positive attitude toward GAI, but they still have concerns about content accuracy, privacy security, and instructional adaptability. Perceived risk exerts a significant negative effect on trust and behavioral attitude, while trust, perceived ease of use, and perceived usefulness significantly and positively affect behavioral attitude. Perceived usefulness, behavioral attitude, and subjective norm significantly and positively influence usage intention, with subjective norm having the strongest effect. Perceived behavioral control does not significantly affect usage intention. Professional relevance plays a significant positive moderating role between perceived usefulness and usage intention, as well as between behavioral attitude and usage intention. These findings provide empirical evidence for the rational application and promotion of GAI in vocational education.