Teachers’ adoption of AIED and learner performance dimensions: examining the mediating role of teachers’ digital literacy
Sarika Sharma, Sonica RautelaPurpose
The study aims to comprehend how teachers’ adoption of artificial intelligence in education (AIED) is associated with learners 21st century skills, integrative intelligence and personalized learning experiences in the Indian context. The mediating role of teachers’ digital literacy in the AI-driven teaching-learning environment is also explored.
Design/methodology/approach
The conceptual model was empirically tested using the data collected from 302 respondents in India. IBM AMOS 22.0 software and SPSS 16.0 were used for data analysis. Confirmatory factor analysis was conducted to assess the proposed model’s fit indices, followed by path analysis using structural equation modeling.
Findings
The study found that the teacher’s adoption of AIED is associated with learners’ 21st century skills, integrative intelligence and personalized learning experience. Interestingly, the study results indicate that learners’ 21st century skills do not have a significant impact on their performance. In contrast, integrative intelligence and personalized learning experiences have a substantial consequence on their performance. In addition, teachers’ digital literacy plays a vital role, as they are the ones who will ensure that AI complements the learning process rather than substituting the indispensable human touch and nuanced interaction.
Originality/value
The role of educators is worth exploring in today’s digitally driven ecosystem, as it has evolved drastically, transitioning from the dispenser of knowledge or information to a forefront driver of change and innovation. The study provides insights into the teacher’s adoption of AIED and its relation on the study’s dimensions. The dynamic relationship between the study variables is empirically validated.