Session Information
16 SES 09 B, Artificial Intelligence in Education
Paper Session
Contribution
Recently, the advent of Generative Artificial Intelligence (GAI) has sparked significant interest and debate in the field of education. GAI technologies, characterized by their ability to generate new content and provide personalized learning experiences, are reshaping educational paradigms (Dai et al., 2023). These technologies, including advanced language models and adaptive learning systems, offer unique opportunities and challenges for teaching and learning processes (Lo, 2023).
Despite the growing interest of GAI as educational tools, there is a lack of research focusing on teachers' perceptions and beliefs about using these technologies in educational settings. In a study conducted by Kaplan-Rakowski et al. (2023), the authors found that, in general, teachers hold favorable views toward the use of GAI in educational settings, irrespective of their individual teaching methodologies. The study revealed a correlation between the frequency of GAI usage by teachers and the positivity of their attitudes towards it. Similar results were found in a recent report with Spanish teachers and families (GAD3, 2024). Moreover, younger teachers hold a more positive view concerning the use of GAI in educational contexts than older ones.
In another study conducted by Al-Mughairi and Bhaskar (2024), the factors affecting the adoption AI techniques in higher education were explored. Applying a thematic analysis, the authors found both encouraging and inhibiting factors for the adoption of GAI in educational settings. In particular, four key themes that drive teachers to integrate ChatGPT into their educational practices were identified: 1) The pursuit of innovative educational technologies, 2) Customization of teaching and learning experiences, 3) Efficiency in terms of time management, and 4) Opportunities for professional growth. Conversely, five factors that pose as barriers to adopting ChatGPT were found: 1) Concerns about the tool's reliability and accuracy, 2) A decrease in human-to-human interaction, 3) Issues related to privacy and data security, 4) The absence of adequate support from educational institutions, and 5) The risk of becoming overly dependent on ChatGPT.
Teachers' beliefs play a crucial role in the adoption and effective integration of new technologies in teaching practices. Although there is a growing body of research in this regard, there is still a lack of evidence analyzing these views under theoretical lenses (i.e. to what extent are these beliefs more teacher or student-centred?). Understanding these beliefs is essential for developing strategies that support teachers in navigating the challenges posed by GAI and leveraging its benefits effectively.
Purpose of Study
This study aims to fill this gap by exploring Spanish teachers' beliefs about the use of Generative AI in educational contexts. To this end, we have developed a comprehensive questionnaire comprising 38 items, designed to explore what teachers think about how GAI could affect four dimensions of teaching/learning practices: (1) the kind of learning processes activated by students (more content o process centred) (2) the type of information management performed by students, (3) the evaluation processes designed by teachers and (4) the changes in teachers’ roles and identity as a consequence of the introduction of GAI.
The objective is to validate this instrument and collect data from Spanish teachers, providing insights that could inform the development of pedagogical strategies and technological tools that align with teachers' perspectives and educational goals.
Method
At the current stage of this research, we are focused on establishing the content validity of the instrument. Twelve subject matter experts, with extensive knowledge in the fields of education, technology, and psychometry, have been engaged to review the questionnaire. They have provided feedback on the relevance, clarity, and appropriateness of each item. Following this, we plan to assess the questionnaire's construct validity using Exploratory and Confirmatory Factor Analysis (EFA & CFA). EFA will be used to uncover the underlying structure of the questionnaire and to identify the interrelationships among the items. CFA will follow to confirm the structure and test our hypotheses about the underlying constructs that the questionnaire is intended to measure. To evaluate the internal consistency of the questionnaire, a reliability analysis will be conducted, employing appropriate methods such as Cronbach's Alpha and/or McDonald's Omega. These statistical techniques will measure the extent to which the items within each dimension are correlated, thus providing an indication of the reliability of the scales. Once the instrument has been piloted and refined based on feedback and statistical analysis, we aim to collect data from at least 200 teachers in higher education. This sample size is chosen to ensure a diverse and representative dataset, enhancing the generalizability of our findings. Both the validation process and the preliminary results will be showcased at the ECER 2024.
Expected Outcomes
The aim of this study is twofold. On the one hand, it focuses on the validation of a new instrument designed to measure teachers' beliefs about Generative Artificial Intelligence (GAI) in educational contexts. On the other, it aims to present initial findings on these beliefs, shedding light on how Spanish educators perceive the integration of GAI into their teaching practices and the broader educational landscape. This research carries practical implications for the responsible and effective integration of GAI in educational contexts. For instance, increasing our understanding of teachers ‘beliefs may enhance educators' digital literacy and competency in using GAI for personalized learning. In a rapidly evolving educational landscape, understanding, and aligning with educators' perspectives are essential for harnessing the full potential of AI.
References
Al-Mughairi, H., & Bhaskar, P. (2024). Exploring the factors affecting the adoption AI techniques in higher education: insights from teachers' perspectives on ChatGPT. Journal of Research in Innovative Teaching & Learning. Dai, Y., Liu, A., & Lim, C. P. (2023). Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. https://doi.org/10.35542/osf.io/nwqju GAD3 (2024). El impacto de la IA en la educación en España. https://empantallados.com/ia/ Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., & Papin, K. (2023). Generative AI and teachers’ perspectives on its implementation in education. Journal of Interactive Learning Research, 34(2), 313-338. Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410.
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