Experimental Perspective on Artificial Intelligence Anxiety

Abstract

The aim of this study was to determine the effect of training on the integration of artificial intelligence into education given to pre-service teachers on their concerns about artificial intelligence and their views on the integration of artificial intelligence into education. In this study, sequential explanatory design, one of the mixed research designs, was preferred. In the quantitative part of the research, single group quasi-experimental research design was used. In the qualitative part of the study, a basic qualitative research design was used. In the experimental process, a four-week artificial intelligence training program was administered to pre-service teachers for three hours a week. The study group consisted of 195 pre-service teachers. Data were collected using the artificial intelligence anxiety scale and a semi-structured interview form. The data obtained were analyzed using t, MANCOVA, and content analysis methods, and the following results were obtained: The training on the integration of artificial intelligence into education decreased pre-service teachers’ anxiety in the learning dimension but increased their anxiety in other dimensions. The main sources of anxiety are inequality, ethics, privacy, and reliability, professional and social anxiety, unpredictable decisions and loss of control, technology use and adaptation difficulties, artificial intelligence addiction, and decreased creativity.