Understanding Secondary Students' Continuance Intention to Adopt AI-Powered Intelligent Tutoring System for English Learning

Autor/inn/en	Ni, Aohua; Cheung, Alan
Titel	Understanding Secondary Students' Continuance Intention to Adopt AI-Powered Intelligent Tutoring System for English Learning
Quelle	In: Education and Information Technologies, 28 (2023) 3, S.3191-3216 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ni, Aohua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11305-z
Schlagwörter	Intelligent Tutoring Systems; English (Second Language); Second Language Learning; Second Language Instruction; Secondary School Students; Foreign Countries; Intention; Student Attitudes; Usability; Correlation; Goal Orientation; Prediction; Anxiety; Technology Uses in Education; Learning Processes; Kindergarten; Elementary Secondary Education; Teaching Methods; China + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; Ausland; Schülerverhalten; Korrelation; Zielorientierung; Zielvorstellung; Vorhersage; Angst; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Previous studies have demonstrated the effectiveness of intelligent tutoring systems (ITS) in facilitating English learning. However, no empirical research has been conducted on secondary students' intention to use ITSs in the language domain. This study proposes an extended technology acceptance model (TAM) to predict secondary students' continuance intention to use and actual use of ITSs for English learning. The model included fifteen hypotheses that were tested with 528 senior secondary students in China. The results of structural equation modeling showed that (1) perceived usefulness and price value had direct positive impacts on continuance intention; (2) perceived ease of use was not directly associated with students' intention but indirectly influenced intention via perceived usefulness; (3) through the mediation of perceptions, learning goal orientation and facilitating conditions were positively associated with continuance intention; (4) perceived enjoyment positively predicted and anxiety negatively predicted students' intention to use ITSs; and (5) students' continuance intention to use ITSs was significantly positively associated with their actual use of ITSs for English learning. The model showed strong explanatory power and might be implemented in future research. This study contributes to the theory and practice of ITSs in K-12 education. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01