Influence of Pedagogical Beliefs and Perceived Trust on Teachers’ Acceptance of Educational Artificial Intelligence Tools
Abstract
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 are more likely to integrate EAITs than teachers with transmissive orientations. Furthermore, perceived usefulness, perceived ease of use, and perceived trust in EAITs are determinants to be considered when explaining teachers’ acceptance of EAITs. Among them, the most influential determinant of predicting their acceptance was found to be how easily the EAIT is constructed. Significant implications for researchers and stakeholders regarding the development and integration of EAITs are discussed.
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Teachers with constructivist beliefs are more likely to integrate educational AI-based tools than teachers with transmissive orientations.
“the results of a study with teachers from South Korea indicate that teachers with constructivist beliefs are more likely to integrate educational AI-based tools than teachers with transmissive orientations [33].”
From ChatGPT for good? On opportunities and challenges of large language models for education (2023) · cites this paper as [33]
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- Authors
- Choi, S., Jang, Y., & Kim, H.
- Affiliations
- Korea University (KR)
- Corresponding author
- Kim, Hyeoncheol
- Venue
- International Journal of Human–Computer Interaction
- Publisher
- Informa UK Limited
- Published
- 2022-04-19
- Volume
- 39
- Issue
- 4
- Pages
- 910-922
- ISSN
- 1044-7318 (ISSN-L)
- 1532-7590
- OpenAlex
- W4224229986
- Cited by
- 294
- References
- 64
- Citations by year
- 2026: 75 · 2025: 104 · 2024: 75 · 2023: 30 · 2022: 10
- FWCI
- 54.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Human-Computer Interaction (publishedVersion)
- Funders
- National Research Foundation
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Education and Technology Integration
- Keywords
- teacher acceptance, pedagogical beliefs, perceived trust, constructivist beliefs, technology acceptance model, perceived usefulness, perceived ease of use, teacher perceptions, AI integration in education
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