大學生對於智慧型機器人應用於教育上接受度之研究

隨著科技的進步與人工智慧的成熟，智慧型機器人應用於教育上可以說是未來的趨勢之一，本研究旨探討大學生對於智慧型機器人應用教育上接受度之研究，研究對象採便利取樣的方式，為北部某大學之學生（含研究生），共計74人。透過整合自我效能與整合性科技接受使用模型(UTAUT)，以「自我效能」、「績效期望」、「付出期望」、「社會影響」、「促成條件」與「行為意圖」為研究架構，透過問卷調查與半結構式訪談，經信效度檢測、描述性統計與SEM-PLS分析後，並整合訪談結果，得出本研究結論如下：（一）「績效期望」與「社會影響」對「行為意圖」有顯著且正向的影響；（二）「自我效能」、「付出期望」與「促成條件」對「行為意圖」無顯著影響；（三）「績效期望」、「付出期望」與「社會影響」對「行為意圖」不會受到「性別」之干擾；（四）「付出期望」、「社會影響」與「促成條件」對「行為意圖」不會受到「經驗」之干擾。最後並依據結論提出幾點建議，期望能作為未來改善之參考。

關鍵字

智慧型機器人；整合性科技接受使用模型；自我效能

並列摘要

With the advancement of technology and the maturity of artificial intelligence, the application of intelligent robots in education is one of the future trends. The purpose of this study is to investigate the acceptance of intelligent robots in education for college students. The research subjects are 74 students (including graduate students) from a university in the north through convenience sampling. The conceptual framework integrates Self-efficacy and the Unified Theory of Acceptance and Use of Technology (UTAUT), including self-efficacy, performance expectancy, effort expectancy, social influence, facilitating conditions, and behavior intention. The research method used questionnaire survey and semi-structured interview. After reliability and validity test, descriptive statistics and SEM-PLS analysis, the conclusions of this study are as follows: (1) Performance expectancy and social influence have a significant and positive impact on behavioral intention; (2) Self-efficacy, effort expectancy and facilitating conditions have no significant effect on behavioral intention; (3) Performance expectancy, effort expectancy, and social influence will not be interfered by gender on behavioral intention; (4) Effort expectancy, social influence, and facilitating conditions will not be interfered by experience on behavioral intention. Finally, according to the research findings presented several suggestions, hoping to serve as a reference for future improvement.