Perceptions of and Behavioral Intentions towards Learning Artificial Intelligence in Primary School Students

• Published in: Educational Technology ＆ Society Vol. 24; no. 3; pp. 89 - 101
• Main Authors: Chai, Ching Sing, Lin, Pei-Yi, Jong, Morris Siu-Yung, Dai, Yun, Chiu, Thomas K. F., Qin, Jianjun
• Format: Journal Article
• Language: English
• Published: International Forum of Educational Technology ＆ Society 01-07-2021; International Forum of Educational Technology & Society
• Subjects: Artificial Intelligence; Behavior; behavioral intention; Beliefs, opinions and attitudes; Educational Technology; Elementary School Students; Foreign Countries; Intention; Learning Motivation; Learning Readiness; Literacy; Public opinion; readiness; Self Efficacy; social good; Special Issue Articles; Student Attitudes; Study and teaching; China (Beijing); China; Social good; Readiness; Behavioral intention; Artificial intelligence; Literacy; Self-efficacy
• ISSN: 1176-3647; 1436-4522; 1436-4522
• DOI: 10.30191/ETS.202107_24(3).0007

Artificial Intelligence (AI) is increasingly popular, and educators are paying increasing attention to it. For students, learning AI helps them better cope with emerging societal, technological, and environmental challenges. This theory of planned behavior (TPB)-based study developed a survey questionnaire to measure behavioral intention to learn AI (n = 682) among primary school students. The questionnaire was administered online, and it measured responses to five TPB factors. The five factors were (1) self-efficacy in learning AI, (2) AI readiness, (3) perceptions of the use of AI for social good, (4) AI literacy, and (5) behavioral intention. Exploratory factor analysis and a subsequent confirmatory factor analysis were used to validate this five-factor survey. Both analyses indicated satisfactory construct validity. A structural equation model (SEM) was constructed to elucidate the factors' influence on intention to learn AI. According to the SEM, all factors could predict intention to learn AI, whether directly or indirectly. This study provides new insights for researchers and instructors who are promoting AI education in schools.