Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs

Education Sciences, Год журнала: 2024, Номер 14(7), С. 740 - 740

Опубликована: Июль 6, 2024

This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), research surveyed 425 teachers across different disciplines teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort social influence, facilitating conditions, hedonic motivation, usage behavior, intention to use AIEd. Results showed a high level among teachers, influenced by factors age, gender, modality. Additionally, it was found that constructivist beliefs correlated positively AIEd adoption. These insights are valuable for understanding integration educational settings.

Язык: Английский

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Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Авг. 19, 2024

Abstract In recent years, there has been a growing emphasis on integrating Artificial Intelligence (AI) applications in educational settings. As result, it is essential to assess teachers’ competencies Technological, Pedagogical, and Content Knowledge (TPACK) as pertains AI examine the factors that influence these competencies. This study aims analyze impact of digital proficiency AI-TPACK The utilized correlational survey model involved 401 teachers from various provinces departments Turkey. data collection tools included personal information form, an scale, scale. collected were analyzed using structural equation modeling. research findings revealed below average, whereas their levels above average. Furthermore, significant relationship between was identified, with predictor Based findings, recommendations for future studies are provided.

Язык: Английский

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Kavramdan Sınıfa: Yapay Zekânın Keşfi ve Eğitime Yansımaları

Elektronik Sosyal Bilimler Dergisi, Год журнала: 2025, Номер 24(1), С. 576 - 596

Опубликована: Янв. 29, 2025

Bu araştırma yapay zekânın doğuşu, tarihsel gelişimi, güncel durumu ve eğitimdeki mevcut etkileri üzerinde kapsamlı bir inceleme sunmaktadır. Geleneksel alanyazın taraması benimsenerek yürütülen bu çalışmada zeka türleri bunların eğitim sektöründeki uygulama alanlarının literatür kapsamında titizlikle incelendiği eleştirel okumasının yapılmış, çağdaş bilimsel çalışmalardan devam eden tartışmalardan yararlanılarak eğitimde zekâ kullanımının olumlu olumsuz getirileri karşılaştırılmıştır. Uluslararası alanda uygulamalarının sonuçlarının eğitimin gelişimindeki rolüne genel bakış açısı sunmak için geniş akademik tarama yapılarak elde edilen bulguların sentezi yapılmıştır. Yapay öğrenme deneyimlerini geliştirmede ne tür devrim yaratabileceği, öğretim ortamlarını bireysel ihtiyaçlara göre nasıl uyarlayabileceği kurumsal görevleri kolaylaştırabileceği vurgulanırken, diğer açıdan etik ihlaller, veri gizliliği potansiyel risklerle ilgili endişeleri de gündeme getirmektedir. Ayrıca makalede çalışmalarındaki sonuçlar tanımlanmakta gelecek çalışmalar aydınlatıcı öneriler sunulmaktadır. Ayrıntılı sunan ilk günlerinden son gelişmelerine kadar, dönüştürücü potansiyelinden. yaratabileceği zorlukları hafifletme stratejileri hakkında alınabilecek önlemlere varan önemli çıkarımlar sunulmuştur. This research comprehensively examines the emergence, historical development, current status, and effects of artificial intelligence on education. In this study, which is conducted by adopting a traditional literature review, types their application areas in education sector are meticulously examined critically read within scope existing literature, positive negative outcomes use compared making contemporary scientific studies ongoing debates. A broad academic review was to provide an overview role applications results developing international arena, findings were synthesised. While emphasising how AI can revolutionise development learning experiences, tailor educational training environments individual needs facilitate institutional tasks, it also raises concerns about ethical violations, data privacy potential risks. addition, article describes provides enlightening suggestions for future studies. Offering detailed critical perspective, study presents important implications from early days its recent developments, transformative precautions that be taken strategies mitigate challenges may create.

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The artificial intelligence literacy (AIL) scale for teachers: A tool for enhancing AI education

Journal of Digital Learning in Teacher Education, Год журнала: 2025, Номер 41(1), С. 37 - 56

Опубликована: Янв. 2, 2025

Язык: Английский

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Role of artificial intelligence in education: Perspectives of Peruvian basic education teachers

Data & Metadata, Год журнала: 2024, Номер 3, С. 325 - 325

Опубликована: Янв. 1, 2024

Introduction: in the educational context, integration of artificial intelligence is transforming way teachers teach and students learn. However, there are challenges that must face when incorporating into their pedagogical practice.Objective: to evaluate perspectives Peruvian basic education on implementation context.Methods: a quantitative, non-experimental, cross-sectional descriptive study was conducted. The sample consisted 125 selected through probabilistic sampling. These participants were administered scale designed intelligence, which demonstrated adequate metric properties.Results: it found had partial knowledge what its scope. Among advantages stands out an effective teaching resource necessary tool provide personalized education. among disadvantages highlighted concerns could foster academic dishonesty, doubts about reliability, lack confidence ability guarantee confidentiality information.Conclusions: perspective context heterogeneous. Although they recognize have scope, show willingness explore take advantage possibilities field

Язык: Английский

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Perceptions of STEM education and artificial intelligence: a Twitter (X) sentiment analysis

International Journal of STEM Education, Год журнала: 2025, Номер 12(1)

Опубликована: Фев. 11, 2025

Язык: Английский

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Automated Video Title Generation for Mobile Learning Resources: A Deep Learning Approach with Educational Context Awareness

Advances in Mobile Learning Educational Research, Год журнала: 2025, Номер 5(1), С. 1344 - 1355

Опубликована: Март 13, 2025

With the rapid growth of mobile learning platforms, short educational videos have emerged as a critical resource for learners. However, manually generating concise and pedagogically meaningful titles these remains time-consuming challenge. To address this issue, study proposes deep framework designed automated video title generation in contexts. The integrates Convolutional Neural Networks (CNNs), Long Short-Term Memory (LSTM) networks, natural language processing (NLP) techniques, with explicit awareness pedagogical relevance. proposed approach operates three stages: 1) extracting key frames from input using an optimized shot detection algorithm, 2) analyzing CNN models to derive semantic representations visual content, 3) through LSTM network generate descriptive text. output is further refined TextRank algorithm ensure conciseness contextual coherence. Experimental results demonstrate that our effectively generates high-quality are both educationally informative contextually engaging, outperforming baseline methods alignment curriculum standards learner-centric search intent.

Язык: Английский

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Transforming higher education in Tanzania: unleashing the true potential of AI as a transformative learning tool

Technological Sustainability, Год журнала: 2024, Номер unknown

Опубликована: Июль 31, 2024

Purpose This study aims to explore AI’s potential impact on the broader landscape of higher education in Tanzania. contributes ongoing discussion transform and highlights ethical considerations challenges that must be addressed ensure its successful implementation. informs future research policy decisions technology by providing a detailed understanding perceived benefits education. Design/methodology/approach A mixed-methods approach was used, which involves collecting analyzing quantitative qualitative data understand problem comprehensively. allowed triangulation led more robust this study. Findings In study, it discovered enhanced assessment, time-saving, personalized learning, improved accessibility detecting cheating are AI as tool for enhancing learning education, while cost infrastructure, academic misconduct, privacy security, bias concerns lack human interaction Further, revealed students accepting using tools classroom because they think effective engaging. On other hand, faculty were cautious skeptical about employing worried how would affect their teaching methods job security. Research limitations/implications The collection not conducted face-to-face. To fully capture respondents’ emotional responses, feelings, facial expressions, reactions, or body language challenging. However, sufficient number individuals who participated very cooperative, knowledge beneficial topic. Originality/value unique view is clear well variations these perceptions among faculty. By examining perspectives both groups, provides comprehensive complex role Understanding implications can inform used responsibly ethically.

Язык: Английский

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Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust

Education Sciences, Год журнала: 2024, Номер 14(11), С. 1209 - 1209

Опубликована: Ноя. 3, 2024

This study delves into the factors that drive teachers’ adoption of generative artificial intelligence (GenAI) technologies in higher education. Anchored by technology acceptance model (TAM), research expands its inquiry integrating constructs intelligent technological pedagogical content knowledge (TPACK), AI literacy, and perceived trust. Data were gathered from a sample 237 university teachers through structured questionnaire. The employed structural equation modeling (SEM) to determine relationships among constructs. results revealed both literacy ease most influential affecting GenAI. Notably, TPACK trust found be pivotal mediators this relationship. findings underscore importance fostering adapting frameworks better equip educators age AI. Furthermore, there is clear need for targeted professional development initiatives focusing on practical training enhances literacy. These programs should provide hands-on experience with GenAI tools, boosting educators’ confidence ability integrate them their teaching practices.

Язык: Английский

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Comprehensive training guidelines from ethical research associated with information and communication technology and artificial intelligence

Advances in Mobile Learning Educational Research, Год журнала: 2024, Номер 4(1), С. 951 - 964

Опубликована: Апрель 1, 2024

Currently, one of the challenges higher education is to achieve success its students personally and professionally, emphasising improvement in technological, ethical, academic areas that characterise human beings for success. Therefore, must change traditional way training a more humanistic approach framed digital era solve social problems assertively. This research aims generate comprehensive guidelines from ethical associated with Information Communication Technology (ICT) Artificial Intelligence contribute developing reflective critical thinking, maturity, responsibility individuals who will problems. study based on Siemens' theory connectivism (2004), Kohlberg's moral development (1970), Bandura's learning (1974). Under interpretive phenomenological approach, applied methodological route qualitative, focused realities addressed context transformation, using documentary review technique. The inquiry led conclusion importance conducting processes within technology provide student comprehensively knowledge skills successful integration into society.

Язык: Английский

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