The Affordances of AI-Enabled Automatic Scoring Applications on Learners' Continuous Learning Intention: An Empirical Study in China

Autor/inn/en	Fu, Shixuan; Gu, Huimin; Yang, Bo
Titel	The Affordances of AI-Enabled Automatic Scoring Applications on Learners' Continuous Learning Intention: An Empirical Study in China
Quelle	In: British Journal of Educational Technology, 51 (2020) 5, S.1674-1692 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Bo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12995
Schlagwörter	Affordances; Artificial Intelligence; Computer Assisted Testing; Scoring; Natural Language Processing; Language Acquisition; Feedback (Response); Pronunciation Instruction; Learner Engagement; Second Language Learning; Foreign Countries; China + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Bewertung; Natürliche Sprache; Sprachaneignung; Spracherwerb; Ausspracheübung; Zweitsprachenerwerb; Ausland
Abstract	Traditional educational giants and natural language processing companies have launched several artificial intelligence (AI)-enabled digital learning applications to facilitate language learning. One typical application of AI in digital language education is the automatic scoring application that provides feedback on pronunciation repeat outcomes. This research is motivated by the usage of automatic scoring-empowered digital learning tools by language learners, and set out to uncover the influencing mechanisms of AI-enabled automatic scoring application affordances on learners' continuous learning intention. Specifically, based on affordance theory, we found several automatic scoring application affordances through in-depth interviews. Considering the current lack of investigations on the mechanisms underlying automatic scoring application and its implications for learners' learning behaviors, we built a model to examine the role of automatic scoring application affordances on cognitive/emotional engagement and following continuous learning intention. We further examined the moderation role of in-job learners and student learners on the above relationships. The model was tested using a survey of 260 Chinese foreign language learners who used AI-empowered learning tools to facilitate their language learning practices. This study explores why learners continuously use AI-enabled automatic scoring applications by identifying the affordances that differentiate it from traditional educational technologies. Practitioners could take the identified affordances into account when designing AI-enabled language learning applications. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01