University students' perspectives on Artificial Intelligence: A survey of attitudes and awareness among Interior Architecture students

Yujie Cao; Azhan Abdul Aziz; Wan Nur Rukiah Mohd Arshard

doi:10.46661/ijeri.8429

Autores/as

Yujie Cao Universiti Teknologi MARA Perak Branch https://orcid.org/0009-0008-3031-3143
Azhan Abdul Aziz Universiti Teknologi MARA Perak Branch https://orcid.org/0000-0002-3270-7057
Wan Nur Rukiah Mohd Arshard Universiti Teknologi MARA Perak Branch https://orcid.org/0000-0001-5074-0152

DOI:

https://doi.org/10.46661/ijeri.8429

Palabras clave:

IA, Diseño de interiores, TAM, SEM, Educación, ChatGPT, Stable Diffusion, Midjourney

Resumen

Este estudio explora las perspectivas de los estudiantes de arquitectura de interiores sobre las tecnologías de inteligencia artificial (IA) y sus implicaciones para las perspectivas futuras de carrera. Se realizó una encuesta a 230 estudiantes de tercer año de arquitectura de interiores en China, utilizando un cuestionario basado en el Modelo de Aceptación de Tecnología (TAM) que obtuvo 158 respuestas válidas. La investigación tuvo como objetivo evaluar la familiaridad de los estudiantes con los avances recientes en IA (por ejemplo, ChatGPT, Stable Diffusion, Midjourney) y su disposición para incorporar la IA en sus futuras carreras. Los resultados revelaron una conciencia limitada sobre las tecnologías de IA de vanguardia y preocupaciones sobre el impacto de la IA en las oportunidades laborales. Sin embargo, los estudiantes mostraron receptividad para integrar la IA con el fin de mejorar la productividad y la creatividad. El modelo de ecuaciones estructurales verificó la eficacia del TAM para predecir las intenciones de aceptación de la IA por parte de los estudiantes, resaltando la utilidad percibida y la facilidad de uso como factores cruciales. Las ideas obtenidas en el estudio ofrecen orientación a las instituciones educativas para cultivar la competencia en tecnologías emergentes entre los estudiantes, permitiéndoles sobresalir en una industria de diseño que está experimentando transformaciones impulsadas por la IA. La contribución del estudio radica en la aplicación del TAM para evaluar la aceptación de la IA en el ámbito específico de la educación en diseño de interiores.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Ahmed, F., Fattani, M. T., Ali, S. R., & Enam, R. N. (2022). Strengthening the Bridge Between Academic and the Industry Through the Academia-Industry Collaboration Plan Design Model. Frontiers in Psychology, 13, 875940. https://doi.org/10.3389/fpsyg.2022.875940

Bates, A. W. (Tony). (2022). Teaching in a digital age—Third edition—Translators’ version. Tony Bates Associates Ltd. https://opentextbooks.uregina.ca/teachinginadigitalagev3/

Cengage Group. (2023). Cengage group 2023 graduate employability report: AI joins the workforce. https://cengage.widen.net/s/nvd6ghd8vl/final-cg-employability-survey-report-july2023

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8

Chen, L., Chen, X., Wu, S., Yang, Y., Chang, M., & Zhu, H. (2023). The future of ChatGPT-enabled labor market: A preliminary study. https://doi.org/10.48550/ARXIV.2304.09823

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008

Ellingrud, K., Sanghvi, S., Dandona, G. S., Madgavkar, A., Chui, M., White, O., & Hasebe, P. (2023). Generative AI and the future of work in America [McKinsey Center for Government]. https://www.mckinsey.com/mgi/our-research/generative-ai-and-the-future-of-work-in-america

Gansser, O. A., & Reich, C. S. (2021). A new acceptance model for artificial intelligence with extensions to UTAUT2: An empirical study in three segments of application. Technology in Society, 65, 101535. https://doi.org/10.1016/j.techsoc.2021.101535

IPSOS. (2022). Global opinions and expectations about AI. https://www.ipsos.com/sites/default/files/ct/news/documents/2022-01/Global-opinions-and-expectations-about-AI-2022.pdf

JFF. (2023). 2023 artificial intelligence & the future of work survey highlights. https://info.jff.org/artificial-intelligence-the-future-of-work-survey

KPMG LLP. (2023). Generative AI: From buzz to business value. https://advisory.kpmg.us/articles/2023/2023-kpmg-generative-ai-survey.html

Marikyan, D., & Papagiannidis, S. (2023). Technology acceptance model—TheoryHub—Academic theories reviews for research and T&L. https://open.ncl.ac.uk/theories/1/technology-acceptance-model/

Na, S., Heo, S., Han, S., Shin, Y., & Roh, Y. (2022). Acceptance model of artificial intelligence (AI)-based technologies in construction firms: Applying the technology acceptance model (TAM) in combination with the technology–organisation–environment (TOE) framework. Buildings, 12(2), 90. https://doi.org/10.3390/buildings12020090

Ng, D. T. K., Leung, J. K. L., Su, J., Ng, R. C. W., & Chu, S. K. W. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development, 71(1), 137–161. https://doi.org/10.1007/s11423-023-10203-6

NSD & Zhaopin Limited. (2023). How does ChatGPT affect our work? ——Research on the potential impact of AI large model on my country’s labor market. National School of Development at Peking University.

OECD. (2023). OECD employment outlook 2023: Artificial intelligence and the labour market. OECD. https://doi.org/10.1787/08785bba-en

Office of Educational Technology & U.S. Department of Education. (2923). Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations. https://www2.ed.gov/documents/ai-report/ai-report.pdf

Oracle and Future Workplace LLC. (2019). Oracle & Future Workplace AI@Work Study 2019. https://www.oracle.com/a/ocom/docs/applications/hcm/ai-at-work-ebook.pdf

PwC Asia. (2023). Asia pacific workforce hopes and fears survey 2023. https://www.pwc.com/gx/en/about/pwc-asia-pacific/hopes-and-fears.html

PwC China. (2023). Hopes and fears survey 2023—China. https://www.pwccn.com/en/events/hopes-and-fears-survey-2023-asia-pacific-china-snapshots.pdf

PwC Middle East. (2023). Middle east workforce hopes and fears survey 2023. https://www.pwc.com/m1/en/issues/pdf/me-workforce-hopes-and-fears-survey-2023.pdf

PwC South Africa. (2023). PwC’s global workforce hopes and fears survey 2023—African perspectives. https://www.pwc.co.za/en/publications/global-workforce-hopes-and-fears-survey.html

PwC’s Global. (2022). Global workforce hopes and fears survey 2022. https://www.pwc.com/gx/en/issues/workforce/hopes-and-fears-2022.html

PwC’s Global. (2023). Global workforce hopes and fears survey 2023. PwC. https://www.pwc.com/gx/en/issues/workforce/hopes-and-fears.html

Rakesh, K. (2023). Which U.S. workers are more exposed to AI on their jobs? https://www.pewresearch.org/social-trends/2023/07/26/which-u-s-workers-are-more-exposed-to-ai-on-their-jobs/

UNESCO. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000366994

World Economic Forum. (2023). The future of jobs report 2023. Asia Pacific. https://www.weforum.org/reports/the-future-of-jobs-report-2023/

Zdravkova, K., Krasniqi, V., Dalipi, F., & Ferati, M. (2022). Cutting-edge communication and learning assistive technologies for disabled children: An artificial intelligence perspective. Frontiers in Artificial Intelligence, 5(970430). https://doi.org/10.3389/frai.2022.970430