Influence of Pedagogical Beliefs and Perceived Trust on Teachers’ Acceptance of Educational Artificial Intelligence Tools

Advancements in artificial intelligence (AI) have stimulated the development of educational AI tools (EAIT). EAITs intelligently assist teachers in formulating better pedagogical decisions or actions for their students. However, teachers are hardly integrating EAITs, and little is known about their perceptions of EAITs. This study seeks to identify human factors that encourage or restrict teachers’ acceptance of EAITs. We propose a revised technology acceptance model incorporating teachers’ pedagogical beliefs and perceived trust in EAITs. Survey data were collected from 215 teachers in South Korea and analyzed using structural equation modeling. The results indicate that teachers with constructivist beliefs…

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  National Research Foundation