Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness

Wang, Xinghua; Li, Linlin; Tan, Seng Chee; Yang, Lele; Lei, Jun

doi:10.1016/j.chb.2023.107798

Cited by 51 publications

(12 citation statements)

References 49 publications

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“…These powerful functions could help users to raise efficiency in a number of fields, in which education is one of the representatives. In education, artificial intelligence is hailed as a potentially powerful technology capable of supplementing or even replacing teachers' jobs by continuously monitoring students' development, evaluating their academic progress, and giving individualized assistance [4]. David Baidoo-Anu [5] also illustrated the advantages of using ChatGPT for education reform.…”

Section: Problem Statementmentioning

confidence: 99%

The Advantages and Disadvantages of ChatGPT in Humanities, Social Sciences and STEM Education: From a Comparative Perspective

Wang,

Wang

2024

LNEP

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ChatGPT is a powerful language model capable of understanding and generating human language. The increasing number of students utilizing ChatGPT to support their academic endeavors has gained prominence, prompting discussions surrounding technology and its impact on education. With the emerging trend of ChatGPT, students now could enjoy a great deal of conveniences, but there are also a number of problems while using ChatGPT. Despite extensive research investigating the correlation between ChatGPT and education, there remains a notable gap in comprehensively examining the similarities and differences concerning the benefits and drawbacks of humanities, social sciences compared to STEM fields. This research intends to delve into these domains, employing qualitative analysis to acquire pertinent data. This research will be rested on cognitivism theory and the methodological approach will be aligned to the theory. This approach involves a combination of an open-ended survey and semi-structured interviews for high school and undergraduate students to holistically explore these facets. The finding of this research might enlighten some students in using technological tools in their study in the future.

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Section: Problem Statementmentioning

confidence: 99%

The Advantages and Disadvantages of ChatGPT in Humanities, Social Sciences and STEM Education: From a Comparative Perspective

Wang,

Wang

2024

LNEP

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“…Chomsky (2023) argues that the outputs from such software can constitute a form of plagiarism that is difficult to detect and could pose numerous risks to the academic community. Consequently, some schools abroad have banned the use of GAI by students during the writing process (Jimenez, 2023), and many teachers have felt the professional threats posed by the array of GAI software (Sun & Hoelscher, 2023;Wang et al, 2023).…”

Section: The Current State Of Gai-assisted Teachingmentioning

confidence: 99%

Revolutionising EFL pedagogy: Innovative strategies for integrating GAI (ChatGPT) into language teaching

Wang,

Zou

2024

JLT

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The recent emergence of cutting-edge Generative Artificial Intelligence (GAI) technology has gained significant attention across diverse domains, and education has not been shielded from its influence. However, the integration of GAI in education remains nascent, with scant attention paid to offering strategic guidance for its specific application in English language teaching. Employing ChatGPT as an example, this article aims to provide English teachers with innovative strategies for incorporating GAI into their daily teaching practices, encompassing class preparation, in-class and after-class instruction and its utilisation as an academic research assistance tool. Furthermore, it highlights the potential challenges and risks associated with adopting GAI in language education, urging teachers to exert timely intervention and guidance when incorporating this technology. Ultimately, the article strives to revolutionise current English teaching pedagogy and shape the future of educational practices.

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“…Some scholars investigated whether teachers are willing to accept AI. For example, Wang et al [13] found that teachers' AI readiness positively predicted AI-enhanced innovation, whereas teachers' perceived threats from AI negatively related to AI-enhanced innovation. AI-enhanced innovation was further positively associated with teachers' job satisfaction.…”

Section: Literature Review 21 Artificial Intelligence (Ai) In Online ...mentioning

confidence: 99%

The Role of Artificial Intelligence Autonomy in Higher Education: A Uses and Gratification Perspective

Niu,

Zhang,

Zhang

et al. 2024

Sustainability

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With the rapid development of artificial intelligence (AI) technology, AI educators have become a reality. The advancement and increasing applications of AI technology in higher education not only provide more efficient tools for teachers in long-term and focused teaching, but also provide new active and independent spaces for sustainable self-motivated learning for college students. It is of great importance that the effects of AI educator design are understood to ensure the sustainable development and deployment of AI-driven courses at universities. This paper investigates the influences of AI educators’ autonomy design on students’ usage intentions by delving into how the artificial autonomy of AI educators satisfies students’ needs. Drawing on the uses and gratification (U&G) framework, we theoretically elaborate on how AI educator autonomy (i.e., sensing autonomy, thought autonomy, and action autonomy) influences students’ intentions to use an AI educator through the mediating effects of U&G benefits (i.e., information-seeking gratification, social interaction gratification, and entertainment gratification). By conducting an online survey (N = 673) on college students, we found that the sensing autonomy of AI educators is positively associated with usage intention due to the mediating effects of social interaction and entertainment gratifications; the thought autonomy of AI educators is positively related to usage intention, mediated by information-seeking and social interaction gratifications, and the action autonomy of AI educators is positively linked with usage intention through the paths of information-seeking and entertainment gratifications. Our findings provide both theoretical contributions and practical implications.

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Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness

Cited by 51 publications

References 49 publications

The Advantages and Disadvantages of ChatGPT in Humanities, Social Sciences and STEM Education: From a Comparative Perspective

The Advantages and Disadvantages of ChatGPT in Humanities, Social Sciences and STEM Education: From a Comparative Perspective

Revolutionising EFL pedagogy: Innovative strategies for integrating GAI (ChatGPT) into language teaching

The Role of Artificial Intelligence Autonomy in Higher Education: A Uses and Gratification Perspective

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