创造力
情感(语言学)
调解
心理学
数学教育
路径分析(统计学)
结构方程建模
读写能力
知识管理
计算机科学
教育学
社会心理学
社会学
社会科学
沟通
机器学习
作者
Wen Fang,Yiling Hu,Xiaoqing Gu
标识
DOI:10.1109/icalt55010.2022.00113
摘要
As a connection between teachers and students, instructional innovation behaviors can elicit students’ intrinsic motivation, facilitate them to engage in learning actively and deep learning, meanwhile the outcomes of instructional innovation can guide students to develop their capacities. To enhance teachers’ Al instructional creative performance, the study proposed an Al instructional creative performance model based on the organizational ecology and planned behavior theory, then inspected it by path analysis through a self-rating questionnaire survey of 496 K-12 teachers. The results showed that perceived organizational support and Al literacy do not have a direct effect on teachers’ Al instructional creative performance, but they have indirect impacts through the mediation effect of creativity intention and creative self-efficacy on that.
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