College Teachers’ Anxiety Towards Artificial Intelligence: A Comparative Study

Authors

  • Subhra Banerjee Researcher, Department of Education, Rabindra Bharati University
  • Bharati Banerjee Professor, Department of Education, Rabindra Bharati University

DOI:

https://doi.org/10.31305/rrijm.2023.v08.n05.005

Keywords:

Artificial Intelligence (AI), Artificial Intelligence Anxiety (AIA), Artificial Intelligence in Education (AIED), College Teachers

Abstract

Today’s technological development advances in the new form of technology that based on Artificial Intelligence (AI) which predicts the future nature of educational technology. These AI techniques are giving an opportunity to provide teaching learning process more flexible like anytime and anywhere. Since till now in education system teacher play a fundamental role, so cope up with this new AI oriented changing world where quality enhancement of whole system of education is prioritized, therefore technological acceptance and adjustment are two essential criteria. Thus, anxiety level of teachers is important factor for fulfilling these two criteria for using AI devices in instructional process. So, AI – Anxiety (AIA) of teachers play a vital role for proper application of AI technologies in the field of education (AIED). The objectives were to compare mean scores of AIA of College Teachers according to their Gender and Year wise teaching experiences respectively. The sample comprised of 113 college teachers selected through Stratified Random Sampling Method. Out of 113, 51 were males and 62 were females. Besides that, according to their teaching experience 55 were having 0-7 yrs., 28 were having 8-15 yrs., and 30 were having above 15 yrs., respectively. For the purpose of data collection Demographic Information Sheet and Artificial Intelligence Anxiety Scale (AIAS) were used and put to appropriate data analysis. The findings of the study were AIA of College Teachers did not differ significantly according to their Gender and Year wise Teaching Experiences respectively.

Author Biographies

Subhra Banerjee, Researcher, Department of Education, Rabindra Bharati University

Subhra Banerjee received her B.Sc. in Physics Honours from West Bengal State University, Barasat, West Bengal. She also received M.Sc. in Physics and B.Ed. Degree from West Bengal State University, Barasat, West Bengal. She completed her M.Ed. Degree from The West Bengal University of Teachers’ Training, Education Planning and Administration, Kolkata West Bengal. Now she pursuing her Ph. D. Degree in Education from Rabindra Bharati University, Kolkata, West Bengal.

Bharati Banerjee, Professor, Department of Education, Rabindra Bharati University

Bharati Banerjee received her B.Sc. in Physics Honours from Calcutta University, Kolkata, West Bengal. She received B.Ed. Degree from University of North Bengal, Siliguri, West Bengal. She also received M.Sc. in Applied Psychology from Calcutta University, Calcutta, West Bengal. She completed her M.A. in Education and Ph. D. Degrees both from University of Kalyani, Kalyani, West Bengal. Now she is working as Professor in the department of Education, Rabindra Bharati University, Kolkata, West Bengal. She has 23 years of teaching experience.

References

Baker, T., & Smith, L. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta Foundation. https://media.nesta.org.uk/documents/Future_of_AI_and_education_v5_WEB.pdf

Federation of Indian Chambers of Commerce and Industry. (2021). 16th FICCI higher education summit. https://ficci.in

Future of Life Institute (FLI). (2015). Autonomous weapons: An open letter from AI & robotics researchers. http://futureoflife.org/open-letter-autonomous-weapons

Government of India. (2020). National education policy 2020. Ministry of Human Resource Development. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

IBM Corp. (2013). IBM SPSS statistics for Windows (Version 22.0). Armonk, NY: IBM Corp.

Johnson, D. G., & Verdicchio, M. (2017). AI anxiety. Journal of the Association for Information Science and Technology, 68(9), 2267-2270.

Knox, J. (2020). Artificial intelligence and education in China. Learning, Media, and Technology, 45(3), 298–311.

McCarthy, J. (1956). What is AI? Personal Website. Retrieved November 12, 2007, from https://formal.stanford.edu/jmc/index.html

Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1).

Wang, W., & Siau, K. (2019). Artificial intelligence, machine learning, automation, robotics, future of work and future of humanity: A review and research agenda. Journal of Database Management, 30(1), 61-79.

Wang, Y. Y., & Wang, Y. S. (2019). Development and validation of an artificial intelligence anxiety scale: An initial application in predicting motivated learning behavior. Interactive Learning Environments, 1-16.

West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables: problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56-75). Newbery Park, CA: Sage.

Terzi, R. (2020). An adaptation of artificial intelligence anxiety scale into Turkish: Reliability and validity study. International Online Journal of Education and Teaching, 7(4). 1501-1515. http://iojet.org/index.php/IOJET/article/view/1031

The United Nations Educational, Scientific and Cultural Organization. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. https://en.unesco.org/news/challenges-andopportunities-artificial-intelligence-education

Downloads

Published

15-05-2023

How to Cite

Banerjee, S., & Banerjee, B. (2023). College Teachers’ Anxiety Towards Artificial Intelligence: A Comparative Study. RESEARCH REVIEW International Journal of Multidisciplinary, 8(5), 36–43. https://doi.org/10.31305/rrijm.2023.v08.n05.005