探究教師使用生成式 AI 之科技創新意識、體驗價值、使用者滿意度與未來使用意願：以國小教師為例

Abstract

隨著現代人工智慧技術的快速發展，生成式AI如雨後春筍般出現，在社會各領域的應用日益普及，也涵括了教育領域的範疇。生成式AI工具不僅改變了教師的教學方式，也為教育工作者帶來新的契機與挑戰。然而，目前關於教師使用生成式AI的研究多著重於技術應用層面，較少從使用者體驗及行為意向的角度進行探討。特別是在不同教育階段的教師群體中，對生成式AI的接受度與使用意圖可能存在差異。因此，本研究旨在探討國小教師使用生成式AI的科技創新意識、體驗價值、滿意度與未來使用意願，並以期望確認理論及資訊持續使用系統模型作為理論基礎。本研究採問卷調查法，以臺灣地區之國小教師為研究對象，蒐集有效問卷共計260份。透過SPSS及Amos 20進行結構方程模式分析與驗證，顯示以下研究結果：一、教師的「科技創新意識」對於使用生成式AI的「實用價值」具有正向影響二、教師的「科技創新意識」對於使用生成式AI的「趣味價值」具有正向影響三、教師知覺生成式AI的「實用價值」對於「使用者滿意度」具有正向影響四、教師知覺生成式AI的「趣味價值」對於「使用者滿意度」具有正向影響五、教師使用生成式AI的「使用者滿意度」對於「未來使用意願」具有正向影響六、不同性別之教師在科技創新意識具有顯著差異，且男性高於女性With the rapid advancement of modern artificial intelligence technology, generative AI has emerged prolifically and gained widespread adoption across various sectors of society, including education. These generative AI tools have not only transformed teaching methods but also brought new opportunities and challenges for educators. However, current research on teachers' use of generative AI predominantly focuses on technical applications, with limited exploration from the perspective of user experience and behavioral intentions. Notably, there may be differences in acceptance and usage intentions among teachers across different educational levels. Therefore, the aims to investigate the technology innovativeness, experiential value, satisfaction, and future intention to use generative AI among Taiwan elementary school teachers, based on Expectation Confirmation Theory and Post Acceptance Model of Information System Continuance as the theoretical basis.In this study, 260 valid questionnaires were collected from elementary school teachers in Taiwan. Structural equation modeling analysis and validation were conducted through SPSS and Amos 20, and the the results of this study are as follows: (1) Teachers' technology innovativeness and utilitarian value regarding generative AI have a positive correlation; (2) Teachers' technology innovativeness and hedonic value regarding generative AI have a positive correlation; (3) The perceived utilitarian value of generative AI by teachers demonstrates a positive influence on their level of satisfaction; (4) The perceived hedonic value of generative AI by teachers shows a positive influence on the level of satisfaction; (5) The level of satisfaction experienced by teachers with generative AI positively impacts their future intention to use these tools in future educational practices; (6) Also, there are significant differences in teachers' technology innovativeness in genders, with male teachers exhibiting higher levels than female teachers.