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论文编号：	15999
作者编号：	2120243880
上传时间：	2026/6/2 14:03:01
中文题目：	基于GAI的大学生智慧信息服务利用行为研究
英文题目：	Research on the Utilization Behavior of Smart Information Services for College Students Based on GAI
指导老师：	李月琳
中文关键字：	GAI智慧信息服务；利用行为；生成式人工智能（GAI）；大学生
英文关键字：	GAI Smart Information Service; Usage Behavior; Generative Artificial Intelligence (GAI); College Students
中文摘要：	随着生成式人工智能（Generative Artificial Intelligence, GAI）技术的快速发展，基于GAI的智慧信息服务已广泛渗透到大学生的学习与日常生活中，探究大学生此类信息服务利用行为的特征与影响因素具有重要的理论与实践价值。本研究以大学生为研究对象，基于技术接受模型与刺激—机体—反应模型，首先通过第一次问卷调查，采用EXCEL和SPSS分析了大学生GAI智慧信息服务利用基本情况。然后通过半结构化深度访谈和质性数据编码，构建基于GAI的大学生智慧信息利用行为理论模型，并引入调节变量。接着进行第二次问卷调查，结合回归分析和中介效应与调节效应检验结果验证并完善了模型，探究了各变量对大学生GAI智慧信息服务利用行为的影响程度与机制。最终在总结研究结果的基础上，从GAI智慧信息服务提供方、接受方和社会环境营造方三个方面提出弥合技术应用与用户需求鸿沟的提升策略并对未来研究进行了展望。 研究结果显示：（1）GAI 工具的利用偏好与频率，主要受个体学历水平、专业领域的影响，而非性别差异。（2）外部群体因素所产生的社会影响、任务与内在需求所产生的驱动利用因素，通过影响用户自身的感知，进而间接作用于用户利用态度和利用行为。用户利用过程中的感知会直接影响其利用态度和利用行为。个体认知与价值观、个体能力（数字素养）会影响用户对于GAI智慧信息服务由前因变量（社会影响与驱动因素）到感知因素再到实际利用的过程。（3）前因变量对大学生 GAI 利用行为无直接影响，完全通过感知有用性、感知易用性、感知风险实现中介传导，其中感知有用性中介效应最强，感知易用性次之，感知风险单独中介效应不显著但在链式路径中边际效应显著，且感知有用性、感知易用性和感知风险通过链式传导进而强化利用行为。（4）个体认知与价值观、个体能力（数字素养）对大学生用户GAI智慧信息服务利用行为具有调节作用，且调节具有条件性，仅在控制中介变量后，对前因变量到利用行为的直接路径呈现显著调节作用。 本研究构建并验证了大学生GAI智慧信息服务利用行为的理论模型，揭示了该利用行为的特征与影响因素，并提出了优化措施。为改进GAI智慧信息服务、引导大学生科学合理使用GAI智慧信息服务提供了参考和借鉴。
英文摘要：	The rapid advancement of generative artificial intelligence (GAI) technology has led to the widespread integration of GAI-based intelligent information services into the daily academic and personal lives of university students. Investigating the characteristics and influencing factors of students’ utilization behaviors regarding these services holds significant theoretical and practical value. This study, targeting university students as the research subject and grounded in the Technology Acceptance Model and the Stimulus-Organism-Response framework, first conducted an initial questionnaire survey and analyzed the general status of GAI intelligent information service usage among students using Excel and SPSS. Subsequently, through semi-structured in-depth interviews and qualitative data encoding, a theoretical model of university students’ GAI-based intelligent information utilization behavior was constructed, incorporating moderating variables. A follow-up questionnaire survey was then administered, and regression analysis, along with tests for mediating and moderating effects, were employed to validate and refine the model. This allowed for an exploration of the degree and mechanisms through which various factors influence students' GAI intelligent service usage behaviors. Based on the findings, this research proposes strategies from three dimensions—GAI service providers, users, and the broader societal environment—to bridge the gap between technological application and user needs. It also offers perspectives for future research. Key findings include: (1) Preferences and frequency of GAI tool usage are primarily influenced by academic level and field of study, rather than gender. (2) External group influences (social influence) and internal drivers (task demands and personal needs) indirectly affect users' attitudes and behaviors by shaping their perceptions. Perceptions formed during use directly influence both attitude and behavior. Individual cognition and values, along with digital literacy, moderate the path from antecedents (social influence and driving factors) to perceptual factors and eventually to actual usage. (3) Antecedent variables exhibit no direct effect on students' GAI usage behavior; their influence is fully mediated by perceived usefulness, perceived ease of use, and perceived risk. Among these, perceived usefulness demonstrated the strongest mediating effect, followed by perceived ease of use. Although perceived risk alone showed no significant mediating effect, its marginal effect was notable within serial mediation pathways. In addition, perceived usefulness, ease of use, and risk strengthen usage behavior through serial mediation. (4) Individual cognition and values, as well as digital literacy, serve as conditional moderators of students’ GAI intelligent service usage behavior. Their moderating effects are only significant on the direct path from antecedents to usage behavior when mediating variables are controlled. This study develops and validates a theoretical model of university students’ GAI intelligent information service usage behavior, clarifies its characteristics and influencing factors, and proposes optimization strategies. It provides a valuable reference for enhancing GAI-based services and guiding the rational and effective use of such services among university students.
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