Enhancing Human-AI Collaboration Through AIGC in Education and Knowledge Work: A Framework for Co-Creation and Governance
List of Authors
Cai Yulin, Roselan Baki
Keyword
AIGC Adoption; Human-AI co-Creation; Instructional Innovation; AI Literacy; Educational Technology in China
Abstract
Innovation, which is the key factor driving the change, is not only a knack but also a mode of the delivery of content. The present analysis assesses the role of AI literacy, AIGC tool trust, perceived usefulness, and institutional support in fostering innovation in content delivery, the mediating roles of human-AI co-creation and instructional innovation being emphasized. The research is conducted in China, primarily in Guangdong Province, and it targets educationalists, knowledge professionals who are the first movers, and the teachers integrating AI with the lessons. The survey was adopted to collect data through structured questionnaires, which included a 5-point Likert scale, and the Structural Equation Modeling (SEM) was used for data analysis to test the hypothetical links among the factors of the study. The configuration of the model derives from Socio-Technical Systems Theory and the Technology Acceptance Model and serves as a point of reference on the relationship between the technical issues and human collaboration. The results that are expected are basically about the confirmation of the co-creation mediating effects of humans, and the instructional innovation; therefore, the modes are the central point of the AIGC rollout and functional content delivery through it. This research widens the framework of studies on digital transformation in education and offers practical hints to different actors like policymakers, educational institutions, and tech developers in their role of bringing effective and sustainable AI into the knowledge sectors.