This project is dedicated to exploring both teachers' and students' perspectives on the implementation of artificial intelligence in an educational context. The primary goal is to build a comprehensive knowledge base that sheds light on the various elements influencing the attitudes of teachers and students towards artificial intelligence.
In 2023, the rise of generative artificial intelligence (AI), driven by large language models (such as ChatGPT, Gemini, and Llama), garnered significant attention for its ability to generate text on command, thereby assisting students with academic writing tasks. So, how should schools approach this technological advancement?
This project explores how the changing technology landscape affects education, how teachers can interact with generative AI, and it investigates the implications of AI for the school system. With the rapid development of AI, the teaching profession is at a crossroads, facing both challenges and new opportunities.
More about the project
How can generative AI be effectively utilized in education?
Even though ChatGPT, Llama, and Gemini were not originally created for educational purposes, their presence has become a reality that schools and teachers must address. As a result, a critical question arises: How can generative artificial intelligence be effectively utilized in education?
The discussions need to go beneath the surface and be based on educational research, directing attention towards the potential benefits and limitations that generative AI brings.
This project takes a research approach to building an understanding of the opportunities and challenges that ChatGPT, Llama, or Gemini, and the broader technological landscape, present in school institutions.
Surveys among teachers and students
In the first phase, we conducted a survey among high school teachers (N = 223). The aim is to establish a knowledge base for factors related to teachers' perceptions of utility and their mastery expectations regarding the use of generative AI in schools.
In the second phase, a survey will be conducted among high school students, with the aim of establishing knowledge about their perceptions of utility, self-discipline issues in academic work and assessment, as well as their mastery expectations regarding the use of generative AI in academic work.
In summary, these two studies will contribute new knowledge about how teachers and students evaluate the utility of generative artificial intelligence within the educational context.
Participants
Publications
Elstad, E. & Eriksen, H. (2024). High School Teachers’ Adoption of Generative AI: Antecedents of Instructional AI Utility in the Early Stages of School-Specific Chatbot Implementation (journals.oslomet.no). Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 8(1).
