Comprehension, apprehension, and acceptance: Understanding the influence of literacy and anxiety on acceptance of artificial Intelligence

Schiavo, Gianluca; Businaro, Stefano; Zancanaro, Massimo

doi:10.1016/j.techsoc.2024.102537

Technology in Society

2024

DOI: 10.1016/j.techsoc.2024.102537

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Comprehension, apprehension, and acceptance: Understanding the influence of literacy and anxiety on acceptance of artificial Intelligence

Gianluca Schiavo,

Stefano Businaro,

Massimo Zancanaro

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Cited by 25 publications

References 44 publications

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

Yim,

Wegerif

2024

Future in Educational Research

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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.

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

Yim,

Wegerif

2024

Future in Educational Research

View full text Add to dashboard Cite

show abstract

Influence of AI-driven educational tools on critical thinking dispositions among university students in Malaysia: a study of key factors and correlations

Lijie,

Mat Yusoff,

Mohamad Marzaini

2024

Educ Inf Technol

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“Just learn it?” How individual differences and HMSAM impact learners’ intention to engage in AI-related education

Wang

2024

Educ Inf Technol

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Comprehension, apprehension, and acceptance: Understanding the influence of literacy and anxiety on acceptance of artificial Intelligence

Cited by 25 publications

References 44 publications

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

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

Influence of AI-driven educational tools on critical thinking dispositions among university students in Malaysia: a study of key factors and correlations

“Just learn it?” How individual differences and HMSAM impact learners’ intention to engage in AI-related education

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