Na Yao
ABSTRACT
The integration of artificial intelligence (AI) technology with educational practices is a general trend. In this context, Using AI technology is an essential preparation for educators to adapt to the evolving landscape of pedagogical reform. The willingness of teachers to accept AI technology directly influences their actual utilization of it. Therefore, this study constructs a model for assessing the AI technology acceptance willingness among primary school teachers in China's western regions, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The research sample encompasses 536 primary school teachers from seven provinces in western China. Using SPSS 26.0 software, this study conducted confirmatory factor analysis and correlation analysis of survey data, followed by structural equation modeling analysis using Mplus 8 software. The data analysis reveals that the primary factors influencing the willingness of primary school teachers in western China to adopt AI technology are Performance Expectancy and Social Influence, with educational backgrounds exerting a positive moderating effect within this relationship. The study offers insights to enhance AI technology acceptance among western China's primary school teachers, fostering innovation in education.
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Index Terms
- Analyzing Factors Influencing Primary School Teachers' Acceptance Willingness of Artificial Intelligence Technology
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