K12 Teacher Robot Education Acceptance Model Construction And Empirical Research

The rapid development of society demands and trains innovative talents more than ever before,and China's education reforms are constantly changing with the development of artificial intelligence(AI)technology.As an important carrier for the development of AI,robot education is highly favored because it can effectively train students' "21st century skills".However,whether robot education can be successfully implemented and widely promoted in the basic education stage will be affected to some extent by the acceptance of teachers.Therefore,on the basis of referring to the existing literature,this study explores the key factors and their relationships that affect the acceptance of K12 teacher robot education.This article Conduct research using literature,questionnaire and data analysis.The main work is as follows:(1)Sorting out and summarizing domestic and foreign robotics education,teacher information teaching acceptance.There are domestic and foreign literature and technology acceptance theoretical models,Experts in the field of robot education suggest that the main factors that affect the acceptance of robot education by primary and secondary school teachers.(2)Based on the relationship between various factors,using Unified Theory of Acceptance and Use of Technology(UTAUT)as the research framework,a model of influencing factors for the acceptance of robot education in primary and middle school teachers is proposed,and 15 model assumptions are proposed.(3)Based on the existing maturity scale,the measurement dimension was developed,and a questionnaire for robot education acceptance of teachers in elementary and middle schools was designed and compiled.Teachers who have been exposed to robotics education in various regions of Jiangxi Province were asked to fill in the questionnaire and eventually recovered.580 valid questionnaires.(4)Statistical analysis was performed on the sample data using SPSS 22.0 software,and the correctness and rationality of the theoretical model and model assumptions were tested using AMOS 22.0 software to obtain the final model and hypothesis test results.The research results show that:(1)performance expectations and effort expectations have a direct impact on acceptance;(2)innovation expectations and promotion conditions have a significant impact on effort expectations;(3)perceived pleasure has a direct impact on acceptance and innovation expectations It has a significant impact on it;(4)Community influence has an impact on performance expectations,and perceived pleasure has a significant effect on it;(5)Teachers of different genders and information technology proficiency have significant differences in innovation expectations and acceptance;(6)There are significant differences in performance expectations among teachers of different ages.In order to improve the acceptance of K12 teachers for robot education,this study proposes the following suggestions:do a good job of top-level design and speed up the construction of the curriculum system;pay attention to differences in teaching age,Explore incentive and evaluation mechanisms;build a teaching platform,and improve the construction of equipment resources;Expand content forms and increase the fun of practical training;strengthen demonstration and guidance,and focus on improving the innovation ability.