Artificial Intelligence Attitude Scale for PrimarySchool Students

Artificial intelligence (AI) attitude scales can be used to better evaluate the benefit and drawback cons of AI. This article consists of two different studies examining attitudes towards AI. In Study I (N = 370), the four-item Artificial Intelligence Attitude Scale-4 (AIAS-4) has a one-dimensional structure as a result of confirmatory factor analysis and the fit index values ​​are at an acceptable level [Comparative Fit Index (CFI) = 0.991; Goodness of Fit Index (GFI) = 0.989; Normed Fit Index (NFI) = 0.988; Tucker-Lewis Index (TLI) = 0.973; Standardized Root Mean Square Residual (SRMR) = 0.018]. Additionally, according to the results of the item response analysis conducted to support construct validity at this stage, the scale items have sufficient discrimination (discrimination value range = 2.22–3.80). Later, measurement invariance analysis revealed that the scale measured the same construct in females and males. In Study II (N = 331), the reliability of AIAS-4 was reached by calculating different reliability coefficients. Then, AI attitude was found to be associated with depression, anxiety, and stress, as well as mental health variables such as mental wellbeing and flourishing. Moreover, openness to experience, conscientiousness, extraversion, and neuroticism are significantly related to an AI attitude. Lastly, psychological distress has a significant mediating role in the relationship between AI attitude and mental health. The findings of this pioneering research on AI attitudes were discussed and interpreted in light of the literature.

Abstract. The purpose of this study is twofold: 1) to develop a service-learning-based module training artificial intelligence (AI) subject (SLBM-TAIS), and 2) to evaluate the effect of SLBM-TAIS on pre-service teachers’ (PSTs’) practical knowledge and motivation, as well as primary school students' attitude towards AI in China. Participants of this study comprised 60 PSTs and 107 primary school students. The experimental research in this study followed the quasi-experimental non-randomized pre-test and post-test control group design. The PSTs were divided into experimental and control groups, and the primary school students followed the same grouping. The PSTs in the experimental group taught AI subjects to the primary school students in the experimental group, while the PSTs in the control group taught AI subjects to the primary school students in the control group. The results of the study showed that SLBM-TAIS was effective in training PSTs to teach AI subjects to primary school students. Furthermore, the SLBM-TAIS developed in this study offered a unique technique for training PSTs and primary school students that could increase PSTs' practical knowledge and motivation, as well as primary school students' attitudes toward AI. The findings from this study are important in the field of educational psychology, and its contribution has several theoretical and practical implications.
 
 Keywords: Attitude; artificial intelligence; pre-service teachers; primary school students; practical knowledge; motivation

The purpose of this study is to determine the level of relationship between the attitudes of 3rd-grade primary school students toward Life Studies lessons and their critical thinking tendencies. The correlational survey model, which is one of the quantitative research methods, was used in the research. The sample of the study consists of 401 "3rd-grade students" in the academic year 2021-2022. The study group was selected using the convenience sampling technique. "Life science lesson and students' attitudes scale" and "Critical thinking tendency scale for primary school students" were used to collect research data. The data obtained from the scales were analyzed using SPSS 22.00 statistical software. Normality distributions were examined to determine the test techniques to analyze the data. For this purpose, Kolmogrov-Smirnov, histogram graph, skewness, and kurtosis values were examined. As a result of the research, it was observed that the critical thinking tendencies of the 3rd-grade primary school students were higher than the attitudes of the Life Studies lesson and there was a low level, positive and significant relationship between them.Keywords: Critical Thinking, Life Studies, Primary School.

Purpose: The current study aims to examine primary school students’ attitudes towards mathematics lessons in terms ofgender, having an individual room, having internet connection at home, having a social media account, family income andparents’ education level.Design/Methodology/Approach: This is a descriptive study that aims to investigate primary school students’ attitudes towardsmathematics lessons in terms of various variables, and it employs survey design. Data of the study were collected from 229students attending fourth grade in primary schools in the central district of Düzce, Turkey in the 2017-2018 academic year. Inorder to identify primary school students’ attitudes towards mathematics lessons, Scale of Attitudes towards Mathematics,which was developed by Nazlıçiçek and Erktin (2002) and the reliability and validity of which was tested by Aktan (2018) withregard to scale structure, was used in the current study. The data in this study were analyzed with a statistical package program.Findings: The findings of the study reveal that students’ attitude means scores towards mathematics do not differ significantlyin terms of gender, having an individual room, having internet connection at home, having a social media account, familyincome, parents’ education level. With regard to factors of the scale of attitude towards mathematics, there are significantdifferences in the factors of the scale in terms of having an individual room, having internet connection at home and familyincome while there are not any significant differences in terms of having a social media account and parents’ education level.Conclusion : Based on the results of the current study, to help students develop positive attitudes towards mathematicslessons, it is recommended that social media should be used to support learning, primary school teachers should offermathematics lessons in an interesting and fun way, and activities should include games considering the developmentalcharacteristics of primary school students. Besides, families should arrange environments for their children to study efficiently,offer better studying opportunities and they should be guided about efficient studying to raise their awareness.

The aim of this study is to examine primary school students' views on artificial intelligence. Phenomenology design, one of the qualitative research methods, was used in the study. The study was conducted with 25 fourth grade students. The participants of the study were determined using the criterion sampling method, one of the purposeful sampling methods. The data were collected using a structured interview form and content analysis technique was applied to analyze the data. The results of the study showed that primary school students generally associate AI with technology, science, education, art and daily life. Students define artificial intelligence as human-designed robots and tools that provide information and help in every field. Stating that artificial intelligence has both positive and negative effects, the students emphasized knowledge acquisition and increasing creativity among the positive effects, while they expressed health problems, ethical and privacy concerns among the negative effects. They also stated that the use of AI in the classroom supports learning and development but can create reliability and ethical issues. It is recommended to conduct studies evaluating the long-term effects of artificial intelligence and to better understand the perceptions of artificial intelligence of students in different age groups.

Primary school students in the Republic of Yemen face many problems as a result of the educational system's inability to single out education and adopt the principle of individual differences and the theory of multiple intelligences. This was due to the scarcity of experts specialized in artificial intelligence in Ministry of Education who could have an active role in solving problems. This has led to students' negative attitudes towards learning; hence, this study aimed to identify the role that artificial intelligence could play in empowering students learning and increasing their desire for learning. The study adopted the descriptive approach and the questionnaire was distributed to a sample of 26 experts and specialists in artificial intelligence at Sana'a University in Computer College, the College of Engineering (Communication Department), and the College of Education (Educational Technology Department) to collect data about their opinions of the role that artificial intelligence could play in empowering primary school students learning in the Republic of Yemen. The findings revealed that the degree of artificial intelligence importance in empowering primary school students learning was high at the level of the four dimensions: (smart content, smart systems, student, teacher). The study recommends the establishment of a center for artificial intelligence in the Ministry of Education for qualifying schools, and technical and administrative cadres in artificial intelligence. The study also recommends the Ministry to grant an award for students who produce programs and applications of artificial intelligence, as well as an award for schools that use artificial intelligence in education.

This study investigates the metaphors used by primary school students (aged 7–8) to describe Artificial Intelligence (AI), aiming to clarify their conceptual understanding of the subject. The metaphor analysis method was employed to explore how students conceptualize AI and to uncover the underlying cognitive structures influencing their perceptions. A phenomenological approach was adopted to understand students’ experiences and perceptions of AI. A total of 240 primary school students from Yozgat, Turkey, participated in the study during the 2024–2025 academic year. Students were asked to create a metaphor for AI and to visually represent it. The data were analyzed using content analysis. The findings revealed six key conceptual categories: education and knowledge, social and communicative roles, technological and mechanical structure, entertainment and ease of life, unusual/creative, and emotional/future-oriented metaphors. The most frequently occurring metaphors fell under the categories of education and knowledge and social and communicative roles, followed by technological and mechanical structure. The remaining categories were less commonly represented.These results suggest that primary school students primarily view AI as a tool for learning and social interaction, placing less emphasis on its technological or emotional dimensions.

This study examined the impact of artificial intelligence (AI) integrated sport blended learning (SBL) compared to traditional face-to-face sport learning (TFSL) on primary school students' sport skills and attitudes. AI-integrated SBL provides a personalized learning experience that has been shown to be effective in enhancing sports performance and students' engagement in physical education (PE). The purpose of this study was to examine how the use of AI-integrated SBL can improve students' sport skills and foster a more positive attitude toward learning sports. Two AI tools were used in the study, namely the Exercise Load Detection System (ELMS) and the Daily Jump Rope App (DJR). The study used the SBL method, where sport skills were analyzed and compared with data collected from students in Vital capacity, 50-meter run, Sit-up-and-bend, and 1-minute Jump rope through pre-and post-test data. The sports learning attitude scale used in this study was composed of four aspects: (1) students' sports attitude, (2) sports learning purpose, (3) sports learning time, and (4) sports learning evaluation. The AI-integrated SBL instructional model outperformed the TFSL instructional model, and students made significant progress in both sport skills and attitudes toward sport learning. Independent samples t-tests were used to compare the two groups' sport skills scores, and the difference in means between the two groups was significant (Sig value < 0.01) in all four tests of Vital capacity (x̄ = -1545), 50-meter run (x̄ = 9.26), Sit-up-and-bend (x̄ = 13.37), and 1-minute Jump rope (x̄ = 141). In the descriptive statistics of students used for the analysis of sport attitudes, M = 4.27 for the sport learning time (SLT) group, M = 4.19 for the sport attitude (SA) group, M = 4.18 for the sport learning evaluation (SLE) group, and M= 4.11 for the sport learning objective (SLO) group, which showed that the consistency of the attitudes of students towards PE learning was high among all the groups, and all of them held a more positive evaluation towards SBL, which held more positive evaluations. The AI-integrated SBL model achieved better results in terms of sport performance and sport attitude compared to TFSL. The significance of this study emphasizes that AI-integrated SBL can make a difference in the way students learn sports and provides a reference point for other scholars' future research.

This paper presents research findings on primary school students’ awareness of the ethical aspects of using artificial intelligence (AI) tools for homework. The study used a self-constructed online questionnaire administered to 301 primary school students from grades five to eight attending two primary schools in Northwestern Croatia. The results show that 57.8% of students already use AI tools to complete their homework. Students in higher grades use it more often than those in lower grades. A significant Spearman correlation exists between respondents’ daily time spent on social media and the use of AI tools (r = 0.34, p < .001). Only 36.5% of students in the sample believe it is unacceptable to copy AI-generated answers when completing their homework. The results underscore the need to integrate AI education into the primary school informatics curriculum in the Republic of Croatia, including introducing content that addresses the ethical aspects of using AI tools.

ABSTRACTDue to the frequent use of artificial intelligence (AI) technologies in daily life, it is thought that primary school students acquire information about this concept from various sources. The way these sources present AI may affect students' perceptions of AI. In the study, it was aimed to examine the perceptions of third and fourth grade primary school students about AI through metaphors and drawings. This research, which was conducted with the participation of 262 students, was conducted with the phenomenological design. When the metaphors of the participants were analysed, it was determined that they produced 100 metaphors, and these metaphors were evaluated in 17 categories as humanistic feature, information source, danger, development, superhuman feature, service, source of happiness, productivity, orientation, commitment, pervasiveness, necessity, security, speed, difficulty, virtual environment and uncertainty. Accordingly, it was determined that the participants evaluated AI from many different perspectives and produced the most metaphors in the categories of humanistic feature, information source and danger. It was determined that the metaphors human, brain and living were prominent in the human characteristic category; the metaphors teacher, wise and book were prominent in the source of information category; and finally, the metaphors enemy, weapon and monster were prominent in the danger category. When the drawing findings were analysed, it was determined that 37 codes represented four categories: purpose, object, interaction and environment. In the purpose category, service, source of information, and source of happiness; in the object category, mostly humanoid robot; in the interaction category, emphasising interaction; and in the environment category, the environment was not specified. In line with the findings obtained, literature discussions were made and suggestions were made.

The purpose of this study is to reveal primary school students' Van Hiele geometric thinking levels in terms of gender, attitude toward geometry and mathematics achievement. The research is a study of relational screening model. In this study, it is tried to put forward the predictive power of gender, attitude toward geometry and geometric thinking level of success in mathematics classes of primary school students. The population of the study consisted of 1270 4th , 5 th , 6 th and 7th grade primary school students. "Van Hiele Geometric Thinking Test" and “The Scale of Attitude toward Geometry” (SATG) were used as the data collection tool in the study. Descriptive statistics, Pearson's correlation coefficient and Multiple Regression Analysis were used in the analysis of the data obtained from the study. As a result of the study, it was concluded that geometric thinking levels of the students participated in the study is low, that attitude towards geometry is moderate and that there is a significant and moderate relationship between geometric thinking scores and attitudes. Also, it was concluded that geometric thinking scores predict attitude and success variables at moderate level, but do not affect gender variable. Based on these results, giving more importance to geometry in the primary educational programs and giving seminars for teachers of mathematics are recommended. This study is limited to primary school students. However, a similar study may be carried out within the context of secondary schools and with a wider range of samples.

Since the end of 2022, global discussions on Artificial Intelligence (AI) have surged, influencing diverse societal groups, such as teachers, students and policymakers. This case study focuses on Swedish primary school students aged 11–12. The aim is to examine their cognitive and affective perceptions of AI and their current usage. Data, comprising a pre-test, focus group interviews, and post-lesson evaluation reports, were analysed using a fusion of Mitcham’s philosophical framework of technology with a behavioural component, and the four basic pillars of AI literacy. Results revealed students’ cognitive perceptions encompassing AI as both a machine and a concept with or without human attributes. Affective perceptions were mixed, with students expressing positive views on AI’s support in studies and practical tasks, alongside concerns about rapid development, job loss, privacy invasion, and potential harm. Regarding AI usage, students initially explored various AI tools, emphasising the need for regulations to slow down and contemplate consequences. This study provides insights into primary school students perceptions and use of AI, serving as a foundation for further exploration of AI literacy in education contexts and considerations for policy makers to take into account, listening to children’s voices.

This study explores the perceived effectiveness of artificial intelligence (AI) for special-needs students in primary schools in Saudi Arabia. The main objective is to uncover the key factors that influence teachers' willingness to accept and use AI technologies in their classrooms. Using the Technology Acceptance Model (TAM), the study examines how perceived ease of use and perceived usefulness shape teachers' attitudes and intentions to adopt AI tools. Data were collected through a structured questionnaire filled out by primary school teachers and analyzed using Smart PLS 4 to identify key factors influencing their acceptance of AI. The study reveals that teachers are more likely to adopt AI tools when they perceive them as easy to use and genuinely beneficial for their students. Perceived usefulness, in particular, emerged as the most influential factor in driving teachers' acceptance of AI for special-needs education. The findings highlight the importance of addressing teachers' perceptions and concerns about AI to ensure its successful integration into classrooms. Teachers are more open to using AI when they realize its value and find it accessible, underscoring the need for user-friendly and impactful AI solutions. This study offers actionable insights for policymakers and educators on how AI can be effectively introduced into primary education, especially for special-needs students. Key recommendations include providing targeted training programs, offering continuous support, and addressing teachers' concerns to foster confidence and competence in using AI technologies.

ABSTRACTMath anxiety refers to the emotions of fear, worry, and avoidance that students experience while learning math or participating in math‐related activities. How to effectively alleviate students' math anxiety has always been a concern for global education researchers. Generative artificial intelligence (Gen‐AI) is a specialized branch of artificial intelligence that focuses on creating new content based on individual needs, such as text, images, audio, and video. This study firstly attempted to integrate Gen‐AI assisted learning approach into primary school math classes and explored the influence of this approach on primary school students' math anxiety. This study adopted a mixed quasi‐experimental design and was conducted among sixth‐grade students from a public primary school in central China. By comparing pre—and post‐tests, it was found that the Gen‐AI‐assisted learning approach could effectively reduce primary school students' math anxiety. The results of semi‐structured interviews showed that Gen‐AI assisted learning approach could reduce primary school students' math anxiety by enhancing their interest in learning, increasing their math self‐efficacy and academic engagement, as well as providing personalized learning support and timely feedback.

The aim of this study is to define the effect of Mesnevî Supported Values Education on the attitudes of 4th grade students in primary school towards the values such as Hospitality, Philanthropy, Patriotism, Giving Importance to the Family Unity and Tolerance. The experimental method including pretest and posttest experimental and control groups was used in order to demonstrate the differences between the attitudes of the experimental group Education was applied and the control group on which Mesnevî Supported Values Education was not applied. The data has been gathered by using attitude scale and interview forms developed by the researchers in this study. In the results obtained by analysing the data, after the application, a significant difference in favor of the experimental group between the attitude scores regarding values such as Hospitality, Philanthropy, Patriotism, Giving Importance to the Family Unity and Tolerance was found between experimental and control groups. No significant difference between the attitude scores of experimental and control groups was found in according to gender, educational background and level of income of parents. In the interviews, it is found that Mesnevî Supported Values Education application objectifies the process of value education, makes value learning easy and has a positive impact on the attitudes of students towards values.