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Advisor(s)
Abstract(s)
A Inteligência Artificial Generativa (IAGen) invadiu o mundo na sua globalidade provocando as mais diversas reações. Ao nível da educação, é mais uma tecnologia digital inovadora que está e vai continuar a desafiar todos os envolvidos. A presente investigação visa analisar a perceção, aceitação e utilização da IAGen por alunos do 3º ciclo do ensino básico e do ensino secundário, em Portugal. Face à rápida evolução e integração da IAGen no panorama educativo global, torna-se imperativo compreender como é que os alunos portugueses a percecionam e quais os fatores que influenciam a sua adoção e utilização. O estudo fundamenta-se no modelo teórico UTAUT2 (Unified Theory of Acceptance and Use of Technology 2), com as suas dimensões Expetativa de Desempenho, Expetativa de Esforço, Influência Social, Condições Facilitadoras, com possível impacto na Intenção Comportamental e Frequência de Uso. Este estudo foi adaptado para incluir construtos adicionais como Inovação Pessoal, Confiança e Risco Percebido. Utilizou-se uma metodologia quantitativa, com recurso a um inquérito por questionário aplicado a uma amostra de 478 participantes. Os dados, recolhidos entre janeiro e maio de 2024, foram analisados através do PLS (Partial Least Squares). Os resultados indicam uma perceção ainda limitada da IAGen entre os alunos, com uso predominante em tarefas escolares, especialmente na geração de texto. Das 13 hipóteses propostas, 6 foram confirmadas. O Hábito emergiu como o fator mais influente na intenção comportamental, seguido pela expetativa de desempenho, motivação hedónica e inovação pessoal. Mais uma vez o Hábito, bem como a Intenção Comportamental demonstram ter impacto significativo na Frequência de Uso. O estudo contribui para a compreensão da adoção da IAGen no contexto educativo português, oferecendo informações para apoio a políticas educativas e práticas pedagógicas inovadoras.
Generative Artificial Intelligence (GenAI) has permeated the world globally, eliciting diverse reactions. In education, it represents another innovative digital technology that continues to challenge all stakeholders. This research aims to analyse the perception, acceptance, and use of GenAI by students in the third cycle of basic education and secondary education in Portugal. Given the rapid evolution and integration of GenAI in the global educational landscape, it is imperative to understand how Portuguese students perceive it and what factors influence its adoption and use. The study is grounded in the UTAUT2 (Unified Theory of Acceptance and Use of Technology 2) theoretical model, with its dimensions of Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions, potentially impacting Behavioural Intention and Use Behaviour. This study was adapted to include additional constructs such as Personal Innovativeness, Trust, and Perceived Risk. A quantitative methodology was employed, using a questionnaire survey administered to a sample of 478 participants. Data collected between January and May 2024 were analysed using PLS (Partial Least Squares). Results indicate a still limited perception of GenAI among students, with predominant use in academic tasks, especially in text generation. Of the 13 proposed hypotheses, 6 were confirmed. Habit emerged as the most influential factor on behavioural intention, followed by performance expectancy, hedonic motivation, and personal innovativeness. Again, Habit, as well as Behavioural Intention, demonstrated significant impact on Use Behaviour. This study contributes to the understanding of GenAI adoption in the Portuguese educational context, offering information to support innovative educational policies and pedagogical practices.
Generative Artificial Intelligence (GenAI) has permeated the world globally, eliciting diverse reactions. In education, it represents another innovative digital technology that continues to challenge all stakeholders. This research aims to analyse the perception, acceptance, and use of GenAI by students in the third cycle of basic education and secondary education in Portugal. Given the rapid evolution and integration of GenAI in the global educational landscape, it is imperative to understand how Portuguese students perceive it and what factors influence its adoption and use. The study is grounded in the UTAUT2 (Unified Theory of Acceptance and Use of Technology 2) theoretical model, with its dimensions of Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions, potentially impacting Behavioural Intention and Use Behaviour. This study was adapted to include additional constructs such as Personal Innovativeness, Trust, and Perceived Risk. A quantitative methodology was employed, using a questionnaire survey administered to a sample of 478 participants. Data collected between January and May 2024 were analysed using PLS (Partial Least Squares). Results indicate a still limited perception of GenAI among students, with predominant use in academic tasks, especially in text generation. Of the 13 proposed hypotheses, 6 were confirmed. Habit emerged as the most influential factor on behavioural intention, followed by performance expectancy, hedonic motivation, and personal innovativeness. Again, Habit, as well as Behavioural Intention, demonstrated significant impact on Use Behaviour. This study contributes to the understanding of GenAI adoption in the Portuguese educational context, offering information to support innovative educational policies and pedagogical practices.
Description
Keywords
Inteligência artificial generativa Ensino básico (3º ciclo) Ensino secundário Alunos Tecnologias digitais Dissertações de mestrado - 2025