UTAUT 2 기반 초등학교 교사 및 예비 초등학교 교사의 AI 디지털교과서 수용 의도 분석: 혼합 회귀분석 적용

초록

This study aimed to identify types of intention to adopt AI digital textbooks among elementary school teachers and prospective elementary teachers by analyzing factors that influence their behavioral intentions, using the extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). The core focus was on examining how performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation affect teachers’ intention to adopt AI digital textbooks. A mixture regression analysis was conducted to classify participants based on these factors and to examine differences in teacher efficacy across groups. The analysis revealed four distinct user types: performance-focused, socially responsive, exploratory, and environment-sensitive. Teachers with more years of experience were more likely to belong to the socially responsive, environment-sensitive, or exploratory groups, while gender did not significantly affect group classification. Among the four groups, the performance-focused group showed the highest levels of instructional strategy efficacy, classroom management efficacy, and student engagement efficacy, followed by the socially responsive, environment-sensitive, and exploratory groups in descending order. Based on these findings, the study proposes differentiated support strategies tailored to the characteristics of each group to promote the effective adoption and use of AI digital textbooks in elementary education.

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