تأثیر سواد دیجیتال بر تعامل‌پذیری ادراک‌شده در تعامل یادگیرنده–هوش مصنوعی با نقش میانجی خودکارآمدی در بازیابی اطلاعات از وب و خودکارآمدی در تعامل انسان–ربات

محمد   پورفرض اله; سمیرا پالی

Authors

Mohamad Porfarzollah Department of Educational Management, To.C., Islamic Azad University, Tonekabon, Iran Author https://orcid.org/0009-0002-2422-3551
Samira Pali Department of Educational Management, To.C., Islamic Azad University, Tonekabon, Iran Corresponding author https://orcid.org/0009-0004-1469-1356

Keywords:

Digital Literacy, Perceived Interactivity, Learner–Artificial Intelligence Interaction, Web Information Retrieval Self-Efficacy, Human–Robot Interaction Self-Efficacy

Abstract

This study aimed to examine the effect of digital literacy on perceived interactivity in learner–artificial intelligence interaction, with particular emphasis on the mediating roles of self-efficacy in web information retrieval and self-efficacy in human–robot interaction. This applied study employed a descriptive-survey design. The statistical population comprised all elementary school teachers in Rudsar, Iran, from whom 234 participants were selected based on the Krejcie and Morgan sample-size table using stratified random sampling. Data were collected using the standardized questionnaire developed by Ren et al. (2025), which assessed digital literacy, perceived interactivity in learner–AI interaction, self-efficacy in web information retrieval, and self-efficacy in human–robot interaction. Instrument reliability and validity were evaluated using Cronbach’s alpha, composite reliability, and average variance extracted, all of which met acceptable criteria. Data were analyzed using SPSS and SmartPLS through partial least squares structural equation modeling (PLS-SEM). Digital literacy had significant positive effects on self-efficacy in web information retrieval (β=0.415, t=7.627), perceived interactivity in learner–AI interaction (β=0.319, t=5.135), and self-efficacy in human–robot interaction (β=0.501, t=9.705). Self-efficacy in web information retrieval (β=0.341, t=4.473) and self-efficacy in human–robot interaction (β=0.253, t=3.775) also significantly and positively affected perceived interactivity. Bootstrap analysis further demonstrated significant indirect effects of digital literacy on perceived interactivity through self-efficacy in web information retrieval (β=0.142, t=3.051, p<0.001) and self-efficacy in human–robot interaction (β=0.127, t=2.497, p=0.003), confirming both mediating pathways. Digital literacy enhances teachers’ perceived interactivity with artificial intelligence both directly and indirectly by strengthening their confidence in retrieving and evaluating web-based information and interacting effectively with intelligent systems. Accordingly, teacher development programs should integrate digital literacy training with strategies designed to strengthen information-retrieval competence and self-efficacy in interactions with AI-based technologies.

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