Exploring teachers' behavioural intentions to design artificial intelligence-assisted learning in Chinese K-12 education

As artificial intelligence (AI) advances rapidly, it has been incorporated into formal education to facilitate subject-based learning. Integration of AI technologies to support learning requires teachers to intentionally design AI-assisted learning. However, there have been a limited number of empir...

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Published inTechnology, pedagogy and education Vol. 33; no. 5; pp. 629 - 645
Main Authors Wang, Kai, Chai, Ching-Sing, Liang, Jyh-Chong, Sang, Guoyuan
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 19.10.2024
Taylor & Francis Ltd
Subjects
Artificial intelligence
behavioural intentions
Influence of Technology
Intention
K-12
Learning
Literacy
Pedagogical Content Knowledge
Professional Autonomy
School Support
technostress
TPACK
China
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Abstract As artificial intelligence (AI) advances rapidly, it has been incorporated into formal education to facilitate subject-based learning. Integration of AI technologies to support learning requires teachers to intentionally design AI-assisted learning. However, there have been a limited number of empirical studies investigating teachers' behavioural intentions to design AI-assisted learning. To explore the predictors of teachers' behavioural intentions to design AI-assisted learning and examine the structural relationships among these factors, the authors constructed a structural model of AI literacy, Technological Pedagogical Content Knowledge (TPACK), technostress, school support, teacher agency, teacher autonomy and behavioural intentions. Data from 312 K-12 in-service teachers in China were analysed. The results suggest that TPACK, school support, teacher agency and teacher autonomy positively predict teachers' behavioural intentions to design AI-assisted learning. However, AI literacy and technostress were not statistically associated with teachers' behavioural intentions. On the other hand, TPACK significantly mediated AI literacy and teachers' behavioural intentions.
AbstractList As artificial intelligence (AI) advances rapidly, it has been incorporated into formal education to facilitate subject-based learning. Integration of AI technologies to support learning requires teachers to intentionally design AI-assisted learning. However, there have been a limited number of empirical studies investigating teachers’ behavioural intentions to design AI-assisted learning. To explore the predictors of teachers’ behavioural intentions to design AI-assisted learning and examine the structural relationships among these factors, the authors constructed a structural model of AI literacy, Technological Pedagogical Content Knowledge (TPACK), technostress, school support, teacher agency, teacher autonomy and behavioural intentions. Data from 312 K–12 in-service teachers in China were analysed. The results suggest that TPACK, school support, teacher agency and teacher autonomy positively predict teachers’ behavioural intentions to design AI-assisted learning. However, AI literacy and technostress were not statistically associated with teachers’ behavioural intentions. On the other hand, TPACK significantly mediated AI literacy and teachers’ behavioural intentions.
Author Chai, Ching-Sing
Sang, Guoyuan
Wang, Kai
Liang, Jyh-Chong
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Snippet As artificial intelligence (AI) advances rapidly, it has been incorporated into formal education to facilitate subject-based learning. Integration of AI...
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informaworld
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StartPage 629
SubjectTerms Artificial intelligence
behavioural intentions
Influence of Technology
Intention
K-12
Learning
Literacy
Pedagogical Content Knowledge
Professional Autonomy
School Support
technostress
TPACK
Title Exploring teachers' behavioural intentions to design artificial intelligence-assisted learning in Chinese K-12 education
URI https://www.tandfonline.com/doi/abs/10.1080/1475939X.2024.2369241
https://www.proquest.com/docview/3119042080
Volume 33
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