Attitudes envers l’intelligence artificielle et leur relation avec la satisfaction scolaire : le rôle médiateur du confort dans son utilisation éducative
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INTRODUCTION. L’intégration de l’intelligence artificielle (IA) dans l’enseignement supérieur est un sujet d’une importance croissante ces dernières années. Ce phénomène transforme non seulement la manière dont les cours sont dispensés et redéfinit également l’expérience académique des étudiants. Cette étude vise à comprendre comment les attitudes des étudiants envers l’IA influencent leur satisfaction académique et leur aisance à utiliser cette technologie. MÉTHODE. L’étude a été menée auprès d’un échantillon de 169 étudiants de premier cycle (55,03% de femmes, âge moyen = 28 ans) au Pérou. Des versions adaptées de l’échelle des attitudes générales envers l’intelligence artificielle, de l’échelle de satisfaction académique et de l’échelle d’aisance dans l’utilisation éducative de l’IA ont servi d’instruments. Deux modèles de médiation ont été appliqués pour examiner les relations entre les attitudes envers l’IA et les variables dépendantes. RÉSULTATS. Les analyses statistiques ont révélé que le confort dans l’utilisation éducative de l’IA et la satisfaction académique médiaient partiellement les relations entre les attitudes envers l’IA et les variables dépendantes. Ces résultats indiquent qu’un plus grand confort dans l’utilisation des outils d’IA peut conduire à une plus grande satisfaction académique et inversement. De plus, une interaction bidirectionnelle a été observée entre la satisfaction scolaire et l’aisance dans l’utilisation de l’IA. DISCUSSION. Ces résultats suggèrent qu’il est essentiel de prendre en compte l’influence des attitudes des étudiants sur leur expérience académique pour mettre en œuvre efficacement l’IA dans
l’enseignement supérieur. Cette prise en compte a des implications importantes pour les futures stratégies éducatives en matière de formation continue, les politiques d’inclusion et les recherches futures.
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