University of Exeter

23 Jun. 23

The ongoing debate surrounding the integration of artificial intelligence (AI), particularly generative AI algorithms (such as ChatGPT), in education bears a resemblance to the initial reactions to computer usage. Rather than being mere aspirations or plans, the adoption of AI capabilities in education is an inevitable reality that will eventually become commonplace, much like the shift from using library cards to utilising search engines for research.

To effectively employ tools like ChatGPT or other generative AI algorithms in education, it is crucial to formulate the right question. This involves considering key dimensions that should be considered, including students' academic achievement, the impact on their skills, the considerations of educational and professional ethics, and the concerns of security and privacy.

While the educational environment encompasses various stakeholders such as students, teachers, staff, and parents, the teacher plays a pivotal role as the backbone of the system. Therefore, it is vital to consider the acceptance and utilisation of such technologies by teaching staff to ensure the desired benefits are realised.

In my mixed method research for a doctoral thesis on teachers' utilisation of E-textbooks, I adapted the Unified Theory of Acceptance and Use of Technology (UTAUT). This model explains individuals' acceptance and use of technology. Its key components are:

1. Performance Expectancy: Belief that technology enhances performance.

2. Effort Expectancy: Perception of ease of use.

3. Social Influence: Influence of others' opinions and social factors.

4. Facilitating Conditions: Availability of resources and support.

5. Behavioural Intention to Use: Intention to use technology.

6. Technology Use Behaviour: Actual adoption and usage.

These factors collectively influence technology acceptance and guide the design and implementation of technology (Venkatesh et al., 2003)[1].

I found that teachers are more likely to use e-textbooks when guided by educational policies and provided with suitable conditions. However, the adoption of e-textbooks varied among teachers, influenced by their intention to use them, which was further shaped by supportive social influences and a positive attitude towards the technology. The research revealed that factors such as effort expectancy, performance expectancy, and e-textbook quality contribute to fostering a positive attitude among teachers.

Considering the previous information, the following questions arise when contemplating the employment of generative AI, such as ChatGPT, in education:

1. What level of effort is expected from users when utilising generative AI, and what requirements need to be met for their adoption?

2. How will users' performance be affected after the integration of generative AI?

3. What criteria should be employed to select generative AI applications suitable for the educational environment, ensuring impartiality and result accuracy?

In conclusion, the use of generative AI in the educational environment prompts the need to address pertinent questions regarding user effort, performance outcomes, and the selection of appropriate applications. By considering these aspects, educators, students, and other stakeholders can navigate the integration of generative AI algorithms effectively, fostering a productive and ethically sound educational experience.

[1] Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 425-478.