Exploring teachers’ behavioural intentions to design artificial intelligence-assisted learning in Chinese K–12 education
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AbstractAs 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.
All Author(s) ListKai Wang, Ching-Sing Chai, Jyh-Chong Liang, Guoyuan Sang
Journal nameTechnology, Pedagogy and Education
Year2024
Month10
Volume Number33
Issue Number5
PublisherRoutledge
Pages629 - 645
ISSN1475939X
LanguagesEnglish-United States
