The Impact of Educational LLM Agent Use on Teachers’ Curriculum Content Creation: The Chain Mediating Role of School Support and Teacher Self-Efficacy

The application of social cognitive theory has expanded to the boundaries of human-computer interaction research. However, existing research has scarcely addressed mutual cognitive facilitation between humans and personalized educational large language model (LLM) agents. This study explored how educational LLM agents influence teachers' curriculum design and content creation, based on a sample of 464 teachers from coastal regions of China, along with semi-structured interviews with 23 participants. Quantitative analysis of the survey data revealed that the involvement of educational LLM agents positively predicts teachers' ability to create content in curriculum design. Additionally, teachers' self-efficacy…