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Artificial Intelligence: Impacting T...

Creer, Chrissandra,

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Artificial Intelligence: Impacting Teacher's Pedagogical Practices /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Artificial Intelligence: Impacting Teacher's Pedagogical Practices // Chrissandra Creer.
作者:	Creer, Chrissandra,
面頁冊數:	1 electronic resource (198 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31848613
ISBN:	9798314899496

Artificial Intelligence: Impacting Teacher's Pedagogical Practices /
Creer, Chrissandra,

Artificial Intelligence: Impacting Teacher's Pedagogical Practices /Chrissandra Creer. - 1 electronic resource (198 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

The recent global developments of artificial intelligence (AI) applications have led to a high increase in usage, yet the potential benefits or hindrances have yet to be explored. Although AI was introduced in the 1950s and continues to grow and develop, current research does not focus on the impact AI apps have on pedagogical practices and student achievement through the perceptions of K-12 teachers. The AI in Education Survey, created by the researcher, was a non-experimental survey geared towards discovering if a correlation exists between the use of AI apps in education and student learning and classroom successes. Using Principal Component Analysis, KMO, Bartlett's Test, and Spearman's rho, the researcher discovered a positive correlation, concluding that K-12 teachers see the positive potential AI apps bring to their pedagogical practices and student achievement. Overall, due to the findings in this research, teachers are willing to explore the potential positive uses of AI apps in education.

English

ISBN: 9798314899496Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Academic achievement

Artificial Intelligence: Impacting Teacher's Pedagogical Practices /
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520 $a The recent global developments of artificial intelligence (AI) applications have led to a high increase in usage, yet the potential benefits or hindrances have yet to be explored. Although AI was introduced in the 1950s and continues to grow and develop, current research does not focus on the impact AI apps have on pedagogical practices and student achievement through the perceptions of K-12 teachers. The AI in Education Survey, created by the researcher, was a non-experimental survey geared towards discovering if a correlation exists between the use of AI apps in education and student learning and classroom successes. Using Principal Component Analysis, KMO, Bartlett's Test, and Spearman's rho, the researcher discovered a positive correlation, concluding that K-12 teachers see the positive potential AI apps bring to their pedagogical practices and student achievement. Overall, due to the findings in this research, teachers are willing to explore the potential positive uses of AI apps in education.
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