Abstract
This study aimed to investigate and analyze the perceptions of elementary school teachers regarding the use of smart devices in classrooms and AI education, in order to identify stable strategies for the successful implementation of AI education. The study surveyed and analyzed the satisfaction levels of smart device-based classroom activities, as well as the perceived usefulness, acceptance, and interest in AI education. Additionally, the study aimed to examine the influence of satisfaction levels with smart device-based classroom activities on the perceived usefulness, acceptance, and interest in AI education. A sample of 107 elementary school teachers affiliated with the K Education Office was selected, and an online survey was developed and utilized as the research tool. The collected data were analyzed using SPSS 25.0 software.
 The research findings are as follows: Firstly, the teachers expressed high satisfaction with smart device-based classroom activities. Secondly, there was generally a high level of perceived usefulness, acceptance, and interest in AI education. Thirdly, it was observed that higher satisfaction with smart device-based classroom activities was associated with higher levels of perceived usefulness, acceptance, and interest in AI education. Therefore, it can be inferred that positive perceptions of smart device-based classroom activities are linked to positive perceptions of AI education.
 The implications of the study suggest that in order to foster positive perceptions of AI education among teachers, efforts should be made to enhance satisfaction levels with smart device-based classroom activities. Furthermore, it is recommended to provide training programs and teaching materials that help teachers recognize the usefulness of AI education and encourage them to actively embrace and increase their interest in it.
 However, it is important to note that this study was limited to elementary school teachers affiliated with the K Education Office. Therefore, future research should expand its scope to include not only teachers but also students and parents in order to obtain a broader understanding of their perceptions. Additionally, conducting longitudinal studies to investigate whether positive perceptions of AI education actually translate into practical acceptance is also suggested for future research.
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