How should we change teaching and assessment in response to increasingly powerful generative Artificial Intelligence? Outcomes of the ChatGPT teacher survey

Abstract

There has been widespread media commentary about the potential impact of generative Artificial Intelligence (AI) such as ChatGPT on the Education field, but little examination at scale of how educators believe teaching and assessment should change as a result of generative AI. This mixed methods study examines the views of educators (n = 318) from a diverse range of teaching levels, experience levels, discipline areas, and regions about the impact of AI on teaching and assessment, the ways that they believe teaching and assessment should change, and the key motivations for changing their practices. The majority of teachers felt that generative AI would have a major or profound impact on teaching and assessment, though a sizeable minority felt it would have a little or no impact. Teaching level, experience, discipline area, region, and gender all significantly influenced perceived impact of generative AI on teaching and assessment. Higher levels of awareness of generative AI predicted higher perceived impact, pointing to the possibility of an ‘ignorance effect’. Thematic analysis revealed the specific curriculum, pedagogy, and assessment changes that teachers feel are needed as a result of generative AI, which centre around learning with AI, higher-order thinking, ethical values, a focus on learning processes and face-to-face relational learning. Teachers were most motivated to change their teaching and assessment practices to increase the performance expectancy of their students and themselves. We conclude by discussing the implications of these findings in a world with increasingly prevalent AI.

Pre-Service Teachers’ GenAI Anxiety, Technology Self-Efficacy, and TPACK: Their Structural Relations with Behavioral Intention to Design GenAI-Assisted Teaching

“…To effectively integrate GenAI into their teaching practices, pre-service teachers-as future educators-need to take into account their viewpoints and expectations. Nevertheless, there remains a dearth of adequate empirical investigation delving into their perspectives on GenAI tools [36]. In order to deliver effective professional learning that reinforces pre-service teachers' belief systems, the aim of this study was to investigate the factors that influence their perspectives and willingness to use GenAI through a quantitative analysis.…”

“…Additionally, this research did not encompass the examination of moderating factors, like demographic elements such as age, gender, and experience. According to Bower, Torrington, Lai, Petocz, and Alfano [36], the behavioral intention of utilizing technologies may vary based on factors such as teaching experience, teaching level, subject area, region, and gender. Future studies are encouraged to delve into these aspects and investigate how these demographic variables may moderate the relationships between predictors and individuals' behavioral intentions to use GenAI technology, thus helping tailor more inclusive and effective educational technologies and strategies.…”

A Social Perspective on AI in the Higher Education System: A Semisystematic Literature Review

“…[69] 2024 The applications of Artificial Intelligence in Education have emerged as useful assets for educators, exhibiting a notable influence on a variety of aspects of teaching and learning. The use of these technologies has the potential to improve pedagogical decision making as well as instructional methods [15,[79][80][81]. The effective synergy between educators and AI tools results in several benefits, one of which is the capability to compare the decisions made by teachers with the resources provided by AI [10,15,82].…”

“…Many AI tools such as Intelligent Tutoring Systems can help not only students but also instructors. It offers interfaces for teachers, often based on open learner models, showcasing individual or group learning progress [10,79]. However, challenges arise as these interfaces may not provide real-time insights into students' interactions with ITS, potentially hindering timely support from teachers [10,59].…”

“…Exploring the Potential of ChatGPT as a Substitute Teacher: A Case Study [83] Artificial Intelligence in Education: Next-Gen Teacher Perspectives [81] How Should We Change Teaching and Assessment in Response to Increasingly Powerful Generative Artificial Intelligence? Outcomes of the ChatGPT Teacher Survey [79] Will AI Replace Teachers? [84] The Use of Artificial Intelligence in Education (AIED): Can AI Replace the Teacher's Role?…”