Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students

Iris Heung Yue Yim; Rupert Wegerif

doi:10.1002/fer3.65

journal article Open Access Nov 23, 2024

Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students

Iris Heung Yue Yim

Rupert Wegerif

Future in Educational Research Vol. 2 No. 4 pp. 318-345 · Wiley

View at Publisher Save 10.1002/fer3.65

Abstract

AbstractArtificial 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.

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Details

Published: Nov 23, 2024
Vol/Issue: 2(4)
Pages: 318-345
License: View

Authors

I

Iris Heung Yue Yim

Faculty of Education University of Cambridge Cambridge UK

R

Rupert Wegerif

Faculty of Education University of Cambridge Cambridge UK

Funding

University of Cambridge

Cite This Article

Iris Heung Yue Yim, Rupert Wegerif (2024). 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, 2(4), 318-345. https://doi.org/10.1002/fer3.65

Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students

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