UTILIZING AI TOOLS TO PROMOTE ACTIVE LEARNING: AN INVESTIGATION INTO THE ADOPTION BY PRE-SERVICE TEACHERS

Victor Falobi Oluwole, Alade Gatta Saheed

Abstract


The integration of AI tools in education offers innovative ways to enhance teaching and learning experiences. This study explored pre-service teachers' adoption of AI tools for active learning. The study examined the perceived usefulness and ease of use of AI tools. The study utilized descriptive research of the survey type. A total 425 pre-service teachers responded to instrument from the University of Lagos. Stratified random sampling was used to select based on gender and departments. Data was collected using Google form and the collected were analysed using descriptive statistics. The study revealed that AI enhanced student engagement, improved formative assessments, and increased personalized learning experiences. However, concerns emerged around data privacy, ethical implications, and AI potentially perpetuating biases. The study concluded that pre-service teachers' AI tool adoption is for fostering active learning environments and improve learning outcome. The study recommended that pre-service teacher‟s adoption of AI should be moderated and monitored for proper usage.

Keywords: AI tools, Active learning, Pre-service teachers, Student engagement and Higher- order thinking skills

Full Text:

PDF

References


Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: Sage.

Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Thousand Oaks, CA: Sage.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in Education. Retrieved from https://www.pearson.com/content/dam/corporate/global/pearson-dot- com/files/innovation/Intelligence-Unleashed-Publication.pdf

Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching

and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22.

Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2019). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 94, 22-33.

Tuomi, I. (2018). The impact of artificial intelligence on learning, teaching, and education.

Retrieved from https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical- research-reports/impact-artificial-intelligence-learning-teaching-and-education

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the

educators?.International Journal of Educational Technology in Higher Education, 16(1), 39.


Refbacks

  • There are currently no refbacks.