University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs
Abstract Despite the importance of artificial intelligence (AI) for university students to thrive in the future workplace, few studies have been conducted to assess and foster their intentions to learn AI. Guided by the situated expectancy–value theory, this study adopted both variable- and person-c...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-08-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-023-00417-2 |
| _version_ | 1797451834856570880 |
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| author | Faming Wang Ronnel B. King Ching Sing Chai Ying Zhou |
| author_facet | Faming Wang Ronnel B. King Ching Sing Chai Ying Zhou |
| author_sort | Faming Wang |
| collection | DOAJ |
| description | Abstract Despite the importance of artificial intelligence (AI) for university students to thrive in the future workplace, few studies have been conducted to assess and foster their intentions to learn AI. Guided by the situated expectancy–value theory, this study adopted both variable- and person-centered approaches to explore the role of supportive environments and expectancy–value beliefs in fostering university students’ intentions to learn AI. The data were drawn from 494 university students. In Study 1, the variable-centered approach of structural equation modeling showed the critical role of supportive environments and expectancy–value beliefs in promoting students’ intentions to learn AI. In Study 2, the person-centered approach of latent profile analysis identified three subgroups of students based on their levels of supportive environments and expectancy–value beliefs. Consistent with Study 1, students who perceived more supportive environments and higher levels of expectancy–value beliefs had stronger intentions to learn AI. We also documented the influence of study of field, gender, and year level on students' perceptions of supportive environments, expectancy-value beliefs and intentions to learn AI. The implications of these findings in improving students’ intentions to learn AI are discussed. |
| first_indexed | 2024-03-09T15:00:05Z |
| format | Article |
| id | doaj.art-8a45c06e6561465c96fc767395398f51 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-03-09T15:00:05Z |
| publishDate | 2023-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-8a45c06e6561465c96fc767395398f512023-11-26T13:58:41ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402023-08-0120112110.1186/s41239-023-00417-2University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefsFaming Wang0Ronnel B. King1Ching Sing Chai2Ying Zhou3Teaching and Learning Innovation Centre, The University of Hong KongDepartment of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong KongDepartment of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong KongFaculty of Education, Beijing Normal UniversityAbstract Despite the importance of artificial intelligence (AI) for university students to thrive in the future workplace, few studies have been conducted to assess and foster their intentions to learn AI. Guided by the situated expectancy–value theory, this study adopted both variable- and person-centered approaches to explore the role of supportive environments and expectancy–value beliefs in fostering university students’ intentions to learn AI. The data were drawn from 494 university students. In Study 1, the variable-centered approach of structural equation modeling showed the critical role of supportive environments and expectancy–value beliefs in promoting students’ intentions to learn AI. In Study 2, the person-centered approach of latent profile analysis identified three subgroups of students based on their levels of supportive environments and expectancy–value beliefs. Consistent with Study 1, students who perceived more supportive environments and higher levels of expectancy–value beliefs had stronger intentions to learn AI. We also documented the influence of study of field, gender, and year level on students' perceptions of supportive environments, expectancy-value beliefs and intentions to learn AI. The implications of these findings in improving students’ intentions to learn AI are discussed.https://doi.org/10.1186/s41239-023-00417-2Artificial Intelligence (AI)Intentions to learn AISupportive environmentsexpectancy–value beliefsUniversity students |
| spellingShingle | Faming Wang Ronnel B. King Ching Sing Chai Ying Zhou University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs International Journal of Educational Technology in Higher Education Artificial Intelligence (AI) Intentions to learn AI Supportive environments expectancy–value beliefs University students |
| title | University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs |
| title_full | University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs |
| title_fullStr | University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs |
| title_full_unstemmed | University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs |
| title_short | University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs |
| title_sort | university students intentions to learn artificial intelligence the roles of supportive environments and expectancy value beliefs |
| topic | Artificial Intelligence (AI) Intentions to learn AI Supportive environments expectancy–value beliefs University students |
| url | https://doi.org/10.1186/s41239-023-00417-2 |
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