Multi-group analysis of willingness to integrate AI Chatbots in teaching and learning of physics
Abstract
The integration of artificial intelligence chatbots/technologies into teaching-learning process improves students’ learning outcome and reduces teachers’ pedagogical stress in classroom. The present study focused on the In and Pre-service physics teachers’ willingness to integrate AI Chatbots in teaching and learning of physics. 45 In-service and 55 Pre-service physics teachers were engaged in the study. Attitude towards AI and Technology Readiness Index’ components were correlated with their willingness to integrate AI Chatbots in teaching. Three research instruments were adapted and used to elicit information from the respondents. Partial Least Square of Structural Equation Model (PLS-SEM) was employed and the data collected were analyzed using SmartPLS software version 4.0.9.2. The multi-group analysis of the In and Pre-service physics teachers were run separately and together to determine the difference in the willingness to integrate AI Chatbots in teaching-learning process. The findings of the study revealed that the affective, behavioural and cognitive components of the attitude towards AI significantly correlated with the respondents’ willingness to integrate AI Chatbots in teaching-learning process. The study concluded that attitude towards AI influences their willingness to integrate AI Chatbots to teaching-learning process.
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