AI 디지털교과서에 대한 예비교사의 사용의도 및 인식 분석

Abstract

Objectives Ministry of Education is promoting the development and introduction of AI digital textbooks as one of its measures for digital-based educational innovation. Changes in teachers' behavior are crucial for educational innovation, and the success or failure of policies will be influenced by pre-service teachers' perception of AI digital textbooks. The purpose of this study is to analyze the pre-service teachers' intention to use of AI digital textbooks and identify the factors that affect their acceptance of this innovation, in order to determine how to increase the actual cceptance among pre-service teachers.
 Methods Based on the Extension of the Technology Acceptance Model, hypothesis model of the study was proposed by adding variables such as subjective norms, compatibility, and innovativeness. To verify the hypothesis model, an online survey was conducted on 189 pre-service teachers to investigate their intention of use and perception of AI digital textbooks, and multiple regression analysis was conducted based on the survey results.
 Results The regression model, which examines the relationship between perceived usefulness and perceived ease of use, compatibility, subjective norm, and intention to use, was found to explain 63.3% of the variance in intention to use. Perceived usefulness, compatibility, and subjective norm demonstrated a statistically significant influence on the intention to use. Contrarily, no significant effect of perceived ease of use and innovation on the intention to use was found.
 Conclusions The conclusion of this study is as follows. First, rather than emphasizing the convenience of AI digital textbooks, promoting awareness of their usefulness for improving teaching and learning can contribute to the wider adoption of AI digital textbooks. Second, given the impact of social relations on pre-service teachers, it is imperative to provide support to enable teachers to engage in discussions about AI digital textbooks and their integration into teaching and learning plans. Third, promoting the use of AI digital textbooks to teachers can be achieved by effectively conveying the necessity and value of personalized education to be realized through them.