Pre-service teachers' technology acceptance of artificial intelligence (AI) applications in education

Isidro Max V. Alejandro; Joje Mar P. Sanchez; Gino G. Sumalinog; Janet A. Mananay; Charess E. Goles; Chery B. Fernandez; Isidro Max V. Alejandro; Joje Mar P. Sanchez; Gino G. Sumalinog; Janet A. Mananay; Charess E. Goles; Chery B. Fernandez

doi:10.3934/steme.2024024

STEM Education

2024, Volume 4, Issue 4: 445-465. doi: 10.3934/steme.2024024

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Pre-service teachers' technology acceptance of artificial intelligence (AI) applications in education

1.
College of Teacher Education, Cebu Normal University, Cebu City, Philippines; alejandroi@cnu.edu.ph, sanchezj@cnu.edu.ph, sumalinogg@cnu.edu.ph, mananayj@cnu.edu.ph, golesc@cnu.edu.ph, bercedec@cnu.edu.ph
2.
Institute for Research in Innovative Instructional Delivery, Cebu Normal University, Cebu City, Philippines; sanchezj@cnu.edu.ph, sumalinogg@cnu.edu.ph
3.
Office of the Internationalization, Cebu Normal University, Cebu City, Philippines; mananayj@cnu.edu.ph, golesc@cnu.edu.ph

Academic Editor: Tasadduq Imam

Received: 11 June 2024 Revised: 16 September 2024 Accepted: 27 September 2024 Published: 09 October 2024

We verified a pre-service teachers' Extended Technology Acceptance Model (ETAM) for AI application use in education. Partial least squares structural equation modeling (PLS-SEM) examined data from 400 pre-service teachers in Central Visayas, Philippines. Perceived usefulness and attitudes, usefulness and attitudes, ease of use and attitudes, and intention to use AI apps were significantly correlated. However, subjective norms, experience, and voluntariness did not affect how valuable AI was viewed or intended to be used. Attitudes toward AI mediated specific correlations use. These findings improve the ETAM model and highlight the significance of user-friendly AI interfaces, educational activities highlighting AI's benefits, and institutional support to enhance pre-service teachers' adoption of AI applications in education. Despite its limitations, this study establishes the foundation for further research on AI adoption in educational settings.
- artificial intelligence,
- education,
- partial least squares structural equation modeling,
- pre-service teachers,
- technology acceptance
Citation: Isidro Max V. Alejandro, Joje Mar P. Sanchez, Gino G. Sumalinog, Janet A. Mananay, Charess E. Goles, Chery B. Fernandez. Pre-service teachers' technology acceptance of artificial intelligence (AI) applications in education[J]. STEM Education, 2024, 4(4): 445-465. doi: 10.3934/steme.2024024

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Abstract

We verified a pre-service teachers' Extended Technology Acceptance Model (ETAM) for AI application use in education. Partial least squares structural equation modeling (PLS-SEM) examined data from 400 pre-service teachers in Central Visayas, Philippines. Perceived usefulness and attitudes, usefulness and attitudes, ease of use and attitudes, and intention to use AI apps were significantly correlated. However, subjective norms, experience, and voluntariness did not affect how valuable AI was viewed or intended to be used. Attitudes toward AI mediated specific correlations use. These findings improve the ETAM model and highlight the significance of user-friendly AI interfaces, educational activities highlighting AI's benefits, and institutional support to enhance pre-service teachers' adoption of AI applications in education. Despite its limitations, this study establishes the foundation for further research on AI adoption in educational settings.

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Author's biography Prof. Isidro Max V. Alejandro is an Associate Professor of Professional Education, Online Administrator at the College of Teacher Education, and the previous Technical/Vocational Certification Director at Cebu Normal University, Philippines. He specializes in educational technology, biology education, and educational leadership. His research interests include technology in education, teaching-learning in science, and technology management. He is a member of the Biology Teachers Association (BIOTA), the Philippine Association for Teachers and Educators (PAFTE), and the State Universities and Colleges Teacher Educators Association (SUCTEA); Dr. Joje Mar P. Sanchez is a Professor of Science Education, the Doctorate Program Chair at the College of Teacher Education, and the former Institute for Research in Innovative Instructional Delivery Director at Cebu Normal University, Philippines. He specializes in technology and innovative strategies in science. His research interests include chemistry and physics, environmental education, advanced mixed methods, educational data mining, and science investigatory project instruction. He is a member of the National Research Council of the Philippines (NRCP), Philippine Association of Chemistry Teachers (PACT), Samahang Pisika ng Pilipinas (SPP), PAFTE, and SUCTEA; Dr. Gino G. Sumalinog is a Professor of English Language Teaching and Research Chair at the College of Teacher Education at Cebu Normal University. He specializes in technology in education and English language teaching. His research interests include English and mother tongue-based instruction studies. He is a member of the Philippine Association for Language Teaching (PALT), NRCP, PAFTE, and SUCTEA; Dr. Janet A. Mananay is an Associate Professor of English Language Teaching at the College of Teacher Education and Internationalization Director at Cebu Normal University. She specializes in technology in education and English language teaching. Her research interests include English and mother tongue-based instruction, internationalization, and global citizenship. She is a member of PAFTE and SUCTEA; Dr. Charess E. Goles is an Associate Professor of Technology and Livelihood Education and Internationalization Chair at the College of Teacher Education. She specializes in technology in education and TLE. Her research interests include food systems, especially on Cebuano local resources like seaweeds. She is a Philippine Home Economics Association (PHEA), PAFTE, and SUCTEA member; Dr. Chery B. Fernandez is an Associate Professor of Guidance and Counseling and the Guidance Counselor at the College of Teacher Education. She specializes in guidance and counseling and values education. Her research interests include counseling, peer facilitation, and group dynamics. She is a member of the Philippine Guidance and Counseling Association (PGCA), PAFTE, and SUCTEA

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