Technology acceptance of AI generated content among film and television educators: A comparative study of China and Thailand

Information from the abstract

The study examines the adoption of Artificial Intelligence Generated Content (AIGC) technologies by film and television educators in China and Thailand, analyzing cultural differences in perceptions and usage using the Technology Acceptance Model (TAM) and Hofstede's cultural dimensions. The study employed a quantitative comparative design and collected survey data from 120 educators (68 from China and 52 from Thailand) at two institutions. Independent-samples t-tests and regression analyses were used to analyze the perceived usefulness, perceived ease of use, behavioral intention, and actual usage of AIGC technologies. Cultural differences were obvious, and Chinese educators reported higher perceived usefulness, behavioral intention, and actual usage of AIGC than Thai educators. Regression analysis showed that perceived usefulness and ease of use were significant predictors of behavioral intention, which was a strong predictor of actual use. Cultural dimensions influenced acceptance attitudes but did not significantly moderate the core relationships of TAM. The findings indicate that the application of AIGC in film and television education should be culturally sensitive. The development of curricula and professional development for educators to successfully adopt AIGC technologies should be sensitive to cultural factors. The study adds to the knowledge about technology acceptance in the context of creative education, and highlights the interaction between technology, culture, and pedagogy.

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Related topics: Technology Adoption and User Behaviour · Artificial Intelligence in Education · Digital Media and Visual Art