Factors Affecting the Adoption of Artificial Intelligence-Enabled Virtual Assistants for Leukemia Self-Management

Alanzi, Turki; Almahdi, Reham; Alghanim, Danya; Almusmili, Lamyaa; Saleh, Amani; Alanazi, Sarah; Alshobaki, Kienaz; Attar, Renad; Al Qunais, Abdulaziz; Alzahrani, Haneen; Alshehri, Rawan; Sulail, Amenah; Alblwi, Ali; Alanzi, Nawaf; Alanzi, Nouf

doi:10.7759/cureus.49724

Cited by 2 publications

(1 citation statement)

References 38 publications

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“…The reasons why educators choose to use AI tools vary across different fields (Nja et al, 2023). Various factors have been identified as barriers to the adoption of AI tools, including lack of technical support (Nascimento & Meirelles, 2022), ethical concerns (Alanzi et al, 2023), technical complexity (Nguyen et al, 2022), and limited professional development opportunities on AI tools (Al-Mughairi & Bhaskar, 2024). According to Sánchez-Prieto et al (2019), teachers refrain from using AI technologies due to perceived difficulties.…”

Section: Introductionmentioning

confidence: 99%

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Falebita

2024

IJER

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Many revelations have been made about the revolution that artificial intelligence (AI) has brought to the education sector, including the opening of opportunities for personalised instruction, boosting the quality of content developed by teachers while preparing for lessons, and improving the quality of classroom evaluations. Despite the many benefits of AI adoption, there have been concerns and apprehensions about its use in the educational sector. A survey was conducted to investigate the relationship between AI anxiety and the adoption of artificial intelligence tools among mathematics preservice teachers who are university undergraduates studying mathematics education in Ekiti State, Nigeria. The study sample consisted of 129 mathematics preservice teachers selected through purposive sampling. The AI anxiety scale and AI adoption scale were used for data collection after being tested for reliability. The data collected through the scales were analysed using descriptive and inferential statistics. The findings of the study revealed that the mathematics preservice teachers had a high level of AI anxiety and adopted AI at a moderate level. The study further showed that there is a significant weak relationship between mathematics preservice teachers' AI-Anxiety and AI adoption. Also, there is no significant gender difference in mathematics preservice teachers' AI anxiety and AI adoption. Based on the findings of the study, it was recommended that teacher education programs include AI and digital literacy in the curriculum to prepare students for the seamless integration of AI. Additionally, targeted interventions should be implemented to reduce the anxiety exhibited by preservice teachers.

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Section: Introductionmentioning

confidence: 99%

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Falebita

2024

IJER

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Artificial Intelligence Tools Usage: A Structural Equation Modeling of Undergraduates’ Technological Readiness, Self-Efficacy and Attitudes

Falebita,

Kok

2024

Journal for STEM Educ Res

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This study investigates the relationship between undergraduates’ technological readiness, self-efficacy, attitude, and usage of artificial intelligence (AI) tools. The study leverages the technology acceptance model (TAM) to explore the relationships among the study’s variables. The study’s participants are 176 undergraduate students from a public university in southwestern Nigeria. The Partial Least Square Structural Equation Modeling (PLS-SEM) was used to analyze the responses from the participants. The questionnaire has six constructs measured on a 5-point Likert scale. The results show that undergraduates’ technological self-efficacy determines their usage of AI tools and perception of AI tools’ ease of use, but this does not determine their perception of the AI tools’ usefulness and attitude towards AI tools usage. Also, technological readiness was found to determine the perception of the AI tools’ usefulness, perception of AI tools’ ease of use, and technological self-efficacy among undergraduates but does not determine their usage of AI tools and attitude towards AI tools usage. In addition, undergraduates’ attitude towards AI tools was considered the primary determinant of the usage of AI tools. It was concluded that some factors determine the adoption of AI tools, which are interrelated. Educators can play a pivotal role in empowering students to harness the power of AI tools by encouraging their usage under well-coordinated guidance rather than imposing outright restrictions. By fostering AI literacy and equipping students with the knowledge and skills to navigate these innovative technologies, educators can instil the confidence and competency needed to integrate AI tools into various academic activities seamlessly.

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Factors Affecting the Adoption of Artificial Intelligence-Enabled Virtual Assistants for Leukemia Self-Management

Cited by 2 publications

References 38 publications

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Artificial Intelligence Tools Usage: A Structural Equation Modeling of Undergraduates’ Technological Readiness, Self-Efficacy and Attitudes

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