نوع مقاله : مقاله پژوهشی
نویسنده
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.
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