文献类型： 会议论文
第一作者： Salome Cojean
作者： Salome Cojean 1 ; Nicolas Martin 2 ;
作者机构： 1.Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC, EA 602) Univ. Grenoble Alpes
2.Univ. Grenoble Alpes, CNRS, Inria, Grenoble INP, LIG
关键词： Education;Artificial intelligence;Acceptability
会议名称： Annual Meeting of the Cognitive Science Society
主办单位：
页码： 2292-2296
摘要： Technology has been used in the service of learning for a long time. Nowadays, the use of Artificial Intelligence (AI) is developing but its acceptability among future teachers still needs to be investigated. Moreover, differences between elementary and middle-school teachers could arise, due to the comparison between their role and those of technology involving AI. The current study aims at evaluating the acceptability of technology involving AI among future teachers, using a well-known model and more specifically regarding several tasks. Results show that elementary school teachers expect more performance from technology involving AI, but mainly for a use of content generation (e.g., course content, exercises). Middle-school teachers are more willing to accept technology involving AI for more high added value tasks such as help in writing learning or in diagnosing learning difficulties. Future studies should focus on identifying action levers to favor higher acceptability and actual use.
分类号： TP18-53
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