Acceptance of generative artificial intelligence among preservice primary teachers
DOI:
https://doi.org/10.63688/xbs2ts81Keywords:
Generative artificial intelligence, Technology acceptance, Preservice teacher education, Higher educationAbstract
Introduction: Acceptance of generative artificial intelligence (GAI) in initial teacher education provides insight into perceptions that may influence its academic adoption. Objective: To describe GAI acceptance among Primary Education students at the Benemérita y Centenaria Escuela Normal Veracruzana, considering four dimensions and academic year. Methodology: A quantitative, non-experimental, cross-sectional study was conducted with 214 students. A 16-item Spanish-language questionnaire based on the Generative Artificial Intelligence Acceptance Scale and the UTAUT model was used. Descriptive statistics, internal consistency and indicators of factorial structure were examined, and scores were compared across academic years using the Kruskal-Wallis test. Results: Of all recorded item responses, 54.53% fell into positive categories, 31.78% were neutral and 13.70% were negative. Overall internal consistency was high (α = .924). Facilitating conditions and ease of use had the highest mean scores (3.70 for both), whereas social influence had the lowest (3.29). Overall scores differed across academic years, H(3) = 21.96, p < .001, ε² = .09; descriptively, second-year students had the lowest mean score (3.09). Conclusions: Favorable evaluations predominated, but they varied by dimension and academic year. Acceptance alone does not demonstrate actual use or improvements in learning.
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