PDF(Pubmed)
Abstract：
This mixed-method study explores the acceptance of ChatGPT as a tool for Metacognitive Self-Regulated Learning (MSRL) among academics. Despite the growing attention towards ChatGPT as a metacognitive learning tool, there is a need for a comprehensive understanding of the factors influencing its acceptance in academic settings. Engaging 300 preservice teachers through a ChatGPT-based scenario learning activity and utilizing convenience sampling, this study administered a questionnaire based on the proposed Technology Acceptance Model at UTM University\'s School of Education. Structural equation modelling was applied to analyze participants\' perspectives on ChatGPT, considering factors like MSRL\'s impact on usage intention. Post-reflection sessions, semi-structured interviews, and record analysis were conducted to gather results. Findings indicate a high acceptance of ChatGPT, significantly influenced by personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning. Interviews and record analysis suggest that academics view ChatGPT positively as an educational tool, seeing it as a solution to challenges in teaching and learning processes. The study highlights ChatGPT\'s potential to enhance MSRL and holds implications for teacher education and AI integration in educational settings.
摘要：
这项混合方法研究探讨了ChatGPT作为学者中元认知自我调节学习（MSRL）的工具的接受程度。尽管ChatGPT作为元认知学习工具受到越来越多的关注，需要全面了解影响其在学术环境中接受度的因素。通过基于ChatGPT的情景学习活动并利用便利采样吸引300名职前教师，本研究基于UTM大学教育学院提出的技术接受模型进行了问卷调查。结构方程模型用于分析参与者对ChatGPT的看法，考虑MSRL对使用意图的影响等因素。反思后会议，半结构化面试,并进行记录分析以收集结果。研究结果表明ChatGPT的接受度很高，受个人能力的显著影响，社会影响力,感知的AI有用性，享受,信任,人工智能，积极的态度,和元认知自我调节学习。访谈和记录分析表明，学者们积极地将ChatGPT视为一种教育工具，将其视为解决教学和学习过程中挑战的解决方案。该研究强调了ChatGPT增强MSRL的潜力，并对教育环境中的教师教育和AI集成具有影响。
