中国医学教育技术2026，Vol.40Issue(3)：392-397,426,7.DOI:10.13566/j.cnki.cmet.cn61-1317/g4.202603016
中医独立学院学生AI辅助病理学学习接受行为的机制研究
Research on the mechanism of acceptance of AI-assisted pathology learning among students in independent TCM colleges
摘要
Abstract
Objective To explore the mechanism of acceptance of AI(artificial intelligence)-as-sisted pathology learning among students in independent TCM(traditional Chinese medicine)colleges on the basis of technology acceptance model(TAM)and the cognitive load theory(CLT),with par-ticular emphasis on the mediating role of learning process optimization.Methods This cross-sectional study was conducted using a questionnaire survey of 405 undergraduate students from independent TCM colleges.The questionnaire assessed perceptions of AI assistance,the extent of learning pro-cess optimization,and the learning outcomes of students.The Bootstrap method(with 5 000 sampling iterations)was employed to test the path model where the optimization of learning processes served as the mediating variable.Results AI assistance significantly predicted learning process optimization(β=0.821,95%CI[1.120,1.305],P<0.001),with a lesser but still significant direct effect on learning outcomes(β=0.170,95%CI[0.038,0.203],P=0.004).Learning process optimization exerted a strong direct effect on learning outcomes(β=0.799,95%CI[0.331,0.438],P<0.001).The direct ef-fect in this study was 0.121(95%CI[0.038,0.202],P=0.004).Conclusion Perceived effectiveness of AI assistance improves learning outcomes both directly and,more importantly,indirectly through learning process optimization,with the mediating effect accounting for 79.5%of the total effect,indi-cating that AI's impact on learning outcomes is primarily achieved through optimizing the learning pro-cess.关键词
人工智能/病理学教学/技术接受模型/中介效应/中医Key words
artificial intelligence/pathology teaching/technology acceptance model/media-tion effect/traditional Chinese medicine分类
社会科学引用本文复制引用
吴艳梅,曹亚荣,张颖..中医独立学院学生AI辅助病理学学习接受行为的机制研究[J].中国医学教育技术,2026,40(3):392-397,426,7.基金项目
辽宁省民办教育协会专家委员会2025年教育科学研究项目(2025341) （2025341）
