Limitations of using AIGC in pre-service STEM teacher education: A perspective on potential psychological stress
Description
With the rapid development of AIGC (Artificial Intelligence Generated Content) and its expanding role and scope in education and teaching. This study conducted a survey among 394 pre-service STEM teachers enrolled at a university located in Zhejiang Province. Data were collected and a structural model was constructed to examine interplay among psychological stress, anxiety self-efficacy, and learning burnout resulting from the utilization of AIGC. The findings indicate that pre-service STEM teachers may experience psychological stress when applying AIGC, which could exacerbate their anxiety towards artificial intelligence and potentially lead to academic burnout. In order to effectively integrate AIGC in the field of education and enhance the professional development of pre-service teachers, the key lies in the dissemination of artificial intelligence knowledge, enhancing pre-service teachers' understanding of artificial intelligence, and encouraging them to appropriately utilize AIGC as a learning auxiliary tool.
Notes
Funding provided by: Hangzhou Normal University
Crossref Funder Registry ID: https://ror.org/014v1mr15
Award Number:
Methods
This study uses the internationally recognized five-point Likert scale as the main tool to quantitatively assess STEM teachers' psychological pressure, fear of artificial intelligence, self-efficacy and learning fatigue caused by the use of AIGC. The questionnaire design is based on proven and valid scales in published academic literature at home and abroad to ensure the reliability and validity of data collection. After collecting data using the questionnaire method, invalid data were eliminated and SPSS 29.0 was used for statistical analysis.