The Difference in Artificial Intelligence Teaching Efficacy on the Part of School Level In-service Teachers in Korea
Abstract: The purpose of this survey study was to investigate the differences in teachers’ artificial intelligence teaching efficacy by school level in Korea. The participants were 432 in-service teachers in elementary and secondary schools in Korea who were administered the AI-TEBI (artificial intelligence teaching efficacy belief instrument) survey. The results showed that among the five sub-factors of AI-TEBI, AICC (AI Concept Cognition) and ATOE (AI Teaching Outcome Expectancy) differed significantly between school levels. Elementary school teachers have higher expectations for AI concept cognition and AI teaching results than do high school teachers.