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Education and Information Technologies

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10.09.2022

Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning

verfasst von: Aohua Ni, Alan Cheung

Erschienen in: Education and Information Technologies | Ausgabe 3/2023

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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.

Vorheriger Artikel Early childhood preservice teachers’ attitudes towards online engagement, civic responsibility, and service learning

Nächster Artikel Prospective Teachers’ Acceptance of virtual reality technology: a mixed study in Rural China

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Titel: Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning
verfasst von: Aohua Ni
Alan Cheung
Publikationsdatum: 10.09.2022
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 3/2023
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-022-11305-z

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