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تبیین نقش سواد هوش مصنوعی در تقویت مهارت‌های تفکر مرتبه بالاتر دانشجو معلمان با میانجیگری درگیری رفتاری و تعامل همتایان | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 4، دوره 5، شماره 2 - شماره پیاپی 16، تیر 1404، صفحه 55-75 اصل مقاله (1.14 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2025.74462.1271 | ||
| نویسنده | ||
| نیره حسینی* | ||
| استادیار گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| پیشرفت سریع و گستردة فناوری هوش مصنوعی در قرن 21، باعث ظهور مفهوم سواد هوش مصنوعی شده است. مطالعه حاضر با هدف تبیین نقش سواد هوش مصنوعی در تقویت مهارت‌های تفکر مرتبه بالاتر دانشجومعلمان با میانجیگری درگیری رفتاری و تعامل همتایان و با روش توصیفی از نوع همبستگی انجام شد. جامعة آماری پژوهش شامل کلیة دانشجومعلمان دختر و پسر دانشگاه فرهنگیان استان چهارمحال و بختیاری به تعداد 2003 نفر بودند که از میان آنها بر اساس جدول کرجسی و مورگان 322 نفر به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. برای گردآوری داده‌ها از چهار پرسشنامة سواد هوش مصنوعی (وانگ و همکاران، 2023)، درگیری رفتاری (لو و همکاران، 2024)، تعامل همتایان (هوانگ و همکاران، 2018) و مهارت‌های تفکر مرتبه بالاتر (هوانگ و همکاران، 2018) استفاده شد. روایی محتوایی پرسشنامه‌ها با استفاده از نسبت روایی محتوا (CVR) و شاخص روایی محتوا (CVI) و روایی همگرا و واگرای پرسشنامه‌ها به ترتیب با استفاده از میانگین واریانس استخراج شده (AVE) و آزمون فورنل و لارکر بررسی و تأیید شد. پایایی پرسشنامه‌ها نیز با آلفای کرونباخ و پایایی ترکیبی بررسی و همة مقادیر بالای 70/0 به دست آمد. تجزیه و تحلیل داده‌ها با استفاده از تکنیک مدل‌سازی معادلات ساختاری و نرم‌افزارهای SPSSو Amos انجام شدتجزیه و تحلیل داده‌ها با استفاده از تکنیک مدل‌سازی معادلات ساختاری و نرم‌افزار Amos انجام شد. یافته‌های پژوهش نشان داد سواد هوش مصنوعی هم به صورت مستقیم و هم به صورت غیرمستقیم (از طریق درگیری رفتاری و تعامل همتایان) بر مهارت‌های تفکر مرتبه بالاتر دانشجومعلمان تأثیر مثبت و معنادار دارد. بر این اساس، برنامه‌ریزی جدی و سرمایه‌گذاری مناسب به منظور توسعه سواد هوش مصنوعی در همة دانشجومعلمان امری مهم و ضروری به نظر می‌رسد. | ||
| کلیدواژه‌ها | ||
| سواد هوش مصنوعی؛ مهارت‌های تفکر مرتبه بالاتر؛ درگیری رفتاری؛ تعامل همتایان | ||
| عنوان مقاله [English] | ||
| Explaining the role of artificial intelligence literacy in enhancing pre-service teachers' higher-order thinking skills through the mediation of behavioral engagement and peer interaction | ||
| نویسندگان [English] | ||
| Nayyereh Hosseini | ||
| Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| The rapid and widespread advancement of artificial intelligence technology in the 21st century has led to the emergence of the concept of AI literacy.The present study purposed to explain the role of artificial intelligence literacy in enhancing the higher-order thinking skills of pre-service teachers, mediated by behavioral engagement and peer interaction, and was conducted using a descriptive correlational method. The statistical population of the study included all male and female pre-service teachers at Farhangian University in Chaharmahal and Bakhtiari Province, totaling 2003 individuals, from whom 322 individuals were selected using the stratified random sampling method based on the Krejcie and Morgan table. Data were collected using four questionnaires: Artificial Intelligence Literacy (Wang et al., 2023), Behavioral Engagement (Lu et al., 2024), Peer Interaction (Hwang et al., 2018), and Higher-Order Thinking Skills (Hwang et al., 2018). Content validity of the questionnaires was assessed and confirmed using the Content Validity Ratio (CVR) and the Content Validity Index (CVI). Convergent and discriminant validity of the questionnaires were evaluated and confirmed using the Average Variance Extracted (AVE) and the Fornell-Larcker test, respectively. Reliability of the questionnaires was also examined using Cronbach's alpha and composite reliability, with all values obtained being above 0.70. Data analysis was conducted using structural equation modeling (SEM) techniques and SPSS and Amos software. The research findings indicated that artificial intelligence literacy has a positive and significant effect on the higher-order thinking skills of pre-service teachers, both directly and indirectly (through behavioral engagement and peer interaction). Accordingly, serious planning and appropriate investment to develop artificial intelligence literacy in all pre-service teachers appear to be important and necessary. | ||
| کلیدواژه‌ها [English] | ||
| Artificial Intelligence Literacy, Higher-Order Thinking Skills, Behavioral Engagement, Peer Interaction | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 210 تعداد دریافت فایل اصل مقاله: 132 |
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