Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students
Abstract Artificial intelligence (AI) literacy education for young students is gaining traction among researchers and educators. Researchers are developing courses and attempting to teach AI literacy to younger students, using age‐appropriate AI educational learning tools. Although teachers play a c...
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| Format: | Article |
| Language: | English |
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Wiley
2024-12-01
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| Series: | Future in Educational Research |
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| Online Access: | https://doi.org/10.1002/fer3.65 |
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| _version_ | 1832086470597279744 |
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| author | Iris Heung Yue Yim Rupert Wegerif |
| author_facet | Iris Heung Yue Yim Rupert Wegerif |
| author_sort | Iris Heung Yue Yim |
| collection | DOAJ |
| description | Abstract Artificial intelligence (AI) literacy education for young students is gaining traction among researchers and educators. Researchers are developing courses and attempting to teach AI literacy to younger students, using age‐appropriate AI educational learning tools. Although teachers play a crucial role in AI literacy education, their perceptions and attitudes have received little attention. This study explores the perceptions of 60 teachers regarding the use of AI educational learning tools, and examines the factors influencing their attitudes in relation to implementing AI literacy education. The technological acceptance model and the technological, pedagogical, and content knowledge (CK) (TPACK) framework inform the research design, and a mixed method, combining the statistical package for Social Science and thematic analysis, is employed for data analysis. The study reveals that teachers have positive perceptions regarding the usefulness and ease of use of AI educational learning tools in their AI literacy teaching. This paper also reveals that teachers embrace an arts‐based approach to teaching AI literacy. The qualitative data reveal that teachers face challenges such as insufficient CK and experience with AI; and knowledge of TPACK. The five factors affecting their acceptance of AI educational learning tools are: (a) teachers' perceptions of their AI CK and experience in teaching AI literacy (technological content knowledge); (b) technical challenges and stakeholder acceptance; (c) the attributes of AI educational learning tools; (d) school infrastructure and budget constraints; and (e) potential for distraction and negative emotional responses. This study offers insights for policymakers regarding professional development initiatives and technical support mechanisms, thereby facilitating more effective AI literacy implementation. |
| format | Article |
| id | doaj-art-da79af98faca463480e27c0358e3e334 |
| institution | Kabale University |
| issn | 2835-9402 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Wiley |
| record_format | Article |
| series | Future in Educational Research |
| spelling | doaj-art-da79af98faca463480e27c0358e3e3342025-02-06T15:35:24ZengWileyFuture in Educational Research2835-94022024-12-012431834510.1002/fer3.65Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young studentsIris Heung Yue Yim0Rupert Wegerif1Faculty of Education University of Cambridge Cambridge UKFaculty of Education University of Cambridge Cambridge UKAbstract Artificial intelligence (AI) literacy education for young students is gaining traction among researchers and educators. Researchers are developing courses and attempting to teach AI literacy to younger students, using age‐appropriate AI educational learning tools. Although teachers play a crucial role in AI literacy education, their perceptions and attitudes have received little attention. This study explores the perceptions of 60 teachers regarding the use of AI educational learning tools, and examines the factors influencing their attitudes in relation to implementing AI literacy education. The technological acceptance model and the technological, pedagogical, and content knowledge (CK) (TPACK) framework inform the research design, and a mixed method, combining the statistical package for Social Science and thematic analysis, is employed for data analysis. The study reveals that teachers have positive perceptions regarding the usefulness and ease of use of AI educational learning tools in their AI literacy teaching. This paper also reveals that teachers embrace an arts‐based approach to teaching AI literacy. The qualitative data reveal that teachers face challenges such as insufficient CK and experience with AI; and knowledge of TPACK. The five factors affecting their acceptance of AI educational learning tools are: (a) teachers' perceptions of their AI CK and experience in teaching AI literacy (technological content knowledge); (b) technical challenges and stakeholder acceptance; (c) the attributes of AI educational learning tools; (d) school infrastructure and budget constraints; and (e) potential for distraction and negative emotional responses. This study offers insights for policymakers regarding professional development initiatives and technical support mechanisms, thereby facilitating more effective AI literacy implementation.https://doi.org/10.1002/fer3.65AI educational learning tools and platformsAI literacy educationartificial intelligence (AI) early childhood and primary educationthe arts‐based pedagogythe technological pedagogical content knowledge (TPACK) frameworkthe technology acceptance model (TAM) |
| spellingShingle | Iris Heung Yue Yim Rupert Wegerif Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students Future in Educational Research AI educational learning tools and platforms AI literacy education artificial intelligence (AI) early childhood and primary education the arts‐based pedagogy the technological pedagogical content knowledge (TPACK) framework the technology acceptance model (TAM) |
| title | Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students |
| title_full | Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students |
| title_fullStr | Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students |
| title_full_unstemmed | Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students |
| title_short | Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students |
| title_sort | teachers perceptions attitudes and acceptance of artificial intelligence ai educational learning tools an exploratory study on ai literacy for young students |
| topic | AI educational learning tools and platforms AI literacy education artificial intelligence (AI) early childhood and primary education the arts‐based pedagogy the technological pedagogical content knowledge (TPACK) framework the technology acceptance model (TAM) |
| url | https://doi.org/10.1002/fer3.65 |
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