Factors Affecting Pre-Service Teachers’ Adoption of AIGC in Learning—A Psychological Stress Perspective

AIGC (人工智能生成内容)最近取得了快速发展，在教育教学领域的作用和范围不断扩大。基于此，本研究对394名浙江省某大学职前教师进行了问卷调查，收集数据，构建了结构模型，考察了使用AIGC所带来的心理压力、焦虑自我效能和学习倦怠之间的关系。研究结果显示，职前教师在应用AIGC时可能会感受到心理压力，这可能加剧他们对人工智能的焦虑，并可能导致学业倦怠。为了有效整合AIGC于教育领域，提升职前教师的专业发展，关键在于普及人工智能知识，增强职前教师对人工智能的理解，以及鼓励他们恰当地运用AIGC作为学习辅助工具。Artificial Intelligence Generated Content (AIGC) has recently achieved rapid development, and its role and scope in the field of education and teaching are continuously expanding. Based on this, this study conducted a questionnaire survey among 394 pre-service teachers from a university in Zhejiang Province, collected data, and constructed a structural model to examine the relationships between the psychological stress, anxiety self-efficacy, and learning burnout brought about by the use of AIGC. The research results show that pre-service teachers may experience psychological stress when applying AIGC, which could exacerbate their anxiety towards artificial intelligence and potentially lead to academic burnout. To effectively integrate AIGC into the educational field and enhance the professional development of pre-service teachers, the key lies in popularizing knowledge about artificial intelligence, enhancing their understanding of AI, and encouraging them to appropriately use AIGC as a learning assistance tool.