Generative Artificial Intelligence (GenAI) Meets Assessment: Experimental Insights into Teacher Candidates' Attitudes and Acceptance
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| Title: | Generative Artificial Intelligence (GenAI) Meets Assessment: Experimental Insights into Teacher Candidates' Attitudes and Acceptance |
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| Language: | English |
| Authors: | Kübra Karakaya Özyer (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2026 14(1):21-45. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Preservice Teachers, Student Attitudes, Computer Uses in Education, Adoption (Ideas), Performance Based Assessment |
| ISSN: | 2147-611X |
| Abstract: | This experimental study examined the impact of pre-service teachers' development of performance tasks utilizing differentiated generative artificial intelligence tools--textual, visual, and video-based--on their attitudes towards generative artificial intelligence (AI) and their acceptance levels of AI. A quasi-experimental approach was utilized to address the research issues, incorporating one control group and two randomly allocated experimental groups. Ninety-four pre-service teachers voluntarily participated in the study. The groups were categorized based on three distinct generative artificial intelligence tools utilized by the students in the development of a performance task. As a results of analyses, a significant increase in both positive attitude and acceptance level was reported in the Control group using text-based GenAI; an increase only in positive attitude in the Experiment 1 group; and a decrease in negative attitude in the Experiment 2 group. Engagement with differentiated generative AI tools resulted in notable alterations in in-group attitudes and levels of acceptability. This study underscores the essential requirement for pre-service teachers to implement a nuanced and diversified strategy for AI integration, acknowledging the advantages and limitations of different AI tools and their capacity to affect pre-service teachers' attitudes and acceptance in various manners. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494399 |
| Database: | ERIC |
| Abstract: | This experimental study examined the impact of pre-service teachers' development of performance tasks utilizing differentiated generative artificial intelligence tools--textual, visual, and video-based--on their attitudes towards generative artificial intelligence (AI) and their acceptance levels of AI. A quasi-experimental approach was utilized to address the research issues, incorporating one control group and two randomly allocated experimental groups. Ninety-four pre-service teachers voluntarily participated in the study. The groups were categorized based on three distinct generative artificial intelligence tools utilized by the students in the development of a performance task. As a results of analyses, a significant increase in both positive attitude and acceptance level was reported in the Control group using text-based GenAI; an increase only in positive attitude in the Experiment 1 group; and a decrease in negative attitude in the Experiment 2 group. Engagement with differentiated generative AI tools resulted in notable alterations in in-group attitudes and levels of acceptability. This study underscores the essential requirement for pre-service teachers to implement a nuanced and diversified strategy for AI integration, acknowledging the advantages and limitations of different AI tools and their capacity to affect pre-service teachers' attitudes and acceptance in various manners. |
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| ISSN: | 2147-611X |
