[논문 리뷰] What Explains Teachers' Trust of AI in Education across Six Countries?

Olga Viberg, Mutlu Cukurova외 10명|arXiv (Cornell University)|2023. 12. 04.

Online Learning and Analytics인용 수 12

한 줄 요약

이 연구는 여섯 개 국가에 걸친 508명의 K-12 교사를 대상으로 인지된 이점, 문제점, AI 자가효능감, AI 이해도, 문화 가치, 지리적 위치가 교사들의 AI-EdTech 신뢰도에 어떤 영향을 미치는지 확인합니다.

ABSTRACT

With growing expectations to use AI-based educational technology (AI-EdTech) to improve students' learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers' willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers' trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede's cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers' trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers' trust in AI-EdTech. Efforts to raise teachers' understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.

연구 동기 및 목표

• Investigate how teachers’ trust in AI-EdTech is shaped by perceived benefits and concerns about AI-EdTech.
• Examine the role of teacher demographics, professional characteristics, AI self-efficacy, and AI understanding.
• Assess the influence of cultural values (Hofstede dimensions) on trust, benefits, and concerns.
• Evaluate geographic variation in trust across six countries (Brazil, Israel, Japan, Norway, Sweden, USA).
• Provide international insights to inform interventions promoting AI-EdTech adoption in K-12 education.

제안 방법

• Conduct a cross-national survey of 508 K-12 teachers across six countries (Brazil, Israel, Japan, Norway, Sweden, USA).
• Measure trust in AI-EdTech, perceived benefits, concerns, AI self-efficacy, and AI understanding using validated scales.
• Assess cultural values with the CVSCALE based on Hofstede’s dimensions at the individual level.
• Analyze data with country-fixed-effects multiple linear regressions and multiple imputation for missing data (10 imputations).
• Examine relationships among trust, its antecedents (benefits and concerns), and teacher characteristics through regression models.

실험 결과

연구 질문

• RQ1 To what extent is K-12 teachers’ trust in AI-EdTech explained by perceived benefits and concerns about AI-EdTech?
• RQ2 How do demographic and professional characteristics, AI-EdTech self-efficacy, AI understanding, cultural values, and geographic location relate to teachers’ trust in AI-EdTech?
• RQ3 Do cultural values and geographic location account for variation in perceived benefits, concerns, and trust across countries?

주요 결과

• Higher AI-EdTech self-efficacy and greater AI understanding are associated with more perceived benefits, fewer concerns, and higher trust in AI-EdTech.
• Perceived benefits and concerns are significantly correlated with trust, with benefits positively and concerns negatively related to trust.
• There are geographic and cultural differences in teachers’ trust in AI-EdTech across the six countries.
• No age, gender, or highest education level differences in trust were found among teachers.
• Benefits, concerns, and trust are interrelated and vary with cultural values and national/contextual factors.