An exploration of preservice teachers’ perceptions of Generative AI: Applying the technological Acceptance Model

The aim of the current study was to identify the factors influencing teachers’ acceptance of using chatbots in education. To achieve this, we employed the descriptive method, applying the conceptual framework of the unified theory of acceptance and use of technology (UTAUT2) to a sample of 406 teachers from the Eastern Province in Saudi Arabia. By applying structural equation modelling (SEM), the research results revealed that the most influential factors of chatbot acceptance among Saudi teachers were artificial intelligence literacy, followed by hedonic motivation, and then social influence. Meanwhile, performance expectancy, effort expectancy, and facilitating conditions were not significant indicators of teachers’ acceptance of using chatbots in education. In light of these findings, we recommend the following actions: focusing on artificial intelligence literacy for teachers, holding specialised workshops on chatbot applications in education, enhancing teachers’ motivation to use chatbots, and forming professional communities for teachers to exchange experiences and knowledge.

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An exploration of preservice teachers’ perceptions of Generative AI: Applying the technological Acceptance Model

Cited by 3 publications

References 42 publications

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ChatGPT-Produced Content as a Resource in the Language Education Classroom: A Guiding Hand

Enhancing AI Literacy: A Collaborative Self-Study of Elementary Teacher Educators

Drivers of Chatbot Adoption among K–12 Teachers in Saudi Arabia

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