Gender-driven factors in the adoption of artificial intelligence tools in higher education: a focus group study based on financial management teaching
高等教育人工智能工具采纳的性别化驱动因素：基于财务管理 教学的焦点小组研究

摘要

本研究采用质性研究方法，聚焦32名主修高校财务管理课程的学生，探讨其在学术情境中采纳人工智能工具的性别化驱动因素。通过焦点小组讨论发现，男生倾向于从技术精准度和探索性挑战中获取价值，将AI视为提升分析效率和应对智力挑战的工具；女生则更重视AI在协作学习和概念构建中的支持作用，将其用于个性化学习和创造性合作。研究发现，感知学术价值、整合易用性、动机驱动及社会心理动态均呈现显著性别差异。研究揭示了AI采纳过程中的性别化差异，为设计更具包容性的财务管理课程技术工具与干预策略提供了实证依据。

Abstract

This qualitative research study focused on 32 students majoring in financial management at a university to explore the gender-driven factors in their adoption of artificial intelligence tools in an academic context. Focus group discussions revealed that male students tended to derive value from the precision and exploratory challenges of the technology, viewing AI as a tool to improve analytical efficiency and address intellectual challenges; female students, on the other hand, placed greater emphasis on the supporting role of AI in collaborative learning and concept building, using it for personalized learning and creative collaboration. The study found significant gender differences in perceived academic value, integration of usability, motivational drive, and socio-psychological dynamics. This research reveals gender differences in the AI adoption process, providing empirical evidence for designing more inclusive technological tools and intervention strategies for financial management courses.