Attitudes of basic education students towards artificial intelligence: An adaptation
DOI:
https://doi.org/10.5281/zenodo.10612162Keywords:
artificial intelligence, attitude, educationAbstract
The notable rise of artificial intelligence in education has led educators to be more attentive to students' dispositions toward its potential impacts on their lives. The objective of the study was to adapt and validate an instrument to evaluate the attitudes of basic education students in relation to artificial intelligence. A quantitative approach was used with a descriptive and cross-sectional study design that included 400 students. A survey was used and the reverse translation technique was applied in the questionnaire. The results showed high agreement among 10 experts when evaluating the relevance, clarity and pertinence of the items, with Aiken V coefficients greater than 0.97. Reliability was evaluated using Cronbach's and Omega's alpha coefficients, demonstrating high internal consistency (0.94). The exploratory analysis showed a KMO index of 0.94. Subsequently, confirmatory factor analysis refined the initial model, achieving significant adjustment indicators. The elements chosen to make up the final scale demonstrated suitability in measuring the attitudes of basic education students towards artificial intelligence.
Downloads
References
Brown, T. (2015). Confirmatory factor analysis for applied research (2nd ed.) The Guildford Press
Byrne, B. (2010). Structural equation modeling with AMOS (2nd ed.) Taylor and Francis.
Cea, M. (2004). Análisis multivariable. Teoría y práctica en la investigación social. Síntesis.
Coll, C., Pozo, J., Sarabia, B., y Valls, E. (1994). Los contenidos de la reforma. Enseñanza y aprendizaje de conceptos, procedimientos y actitudes, 2ª. ed. Santillana.
Chiecher, A. (2022). Docentes en pandemia. Actitudes hacia las tecnologías y percepciones de la enseñanza virtual. Actualidades Investigativas En Educación, 22(2), 1–30. https://doi.org/10.15517/aie.v22i2.48680
Chas, A. (2020). Qué es la Inteligencia Artificial. AuraPortal. Recuperado de: https://www.auraportal.com/es/que-es-la-inteligencia-artificial/
Domínguez, F. (2020). Data-driven educational algorithms pedagogical framing. RIED. Revista Iberoamericana de Educación a Distancia, 23(2). https://doi.org/10.5944/ried.23.2.26470
Fernández, L. (2023). La Inteligencia Artificial en Educación. Hacia un Futuro de Aprendizaje Inteligente. Escriba. https://dialnet.unirioja.es/descarga/libro/926431.pdf
Gangotena, G., Yuctor, A., Arias, M., López, E., y Luna, P. (2023). Recursos digitales con Inteligencia Artificial para mejorar el Aprendizaje de los Estudiantes de Primaria. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 1463-1481. https://doi.org/10.37811/cl_rcm.v7i4.6967
Gascón, J., Russo., J., Cózar, A., y Heredia, J. (2017). Adaptación cultural al español y baremación del Adolescent Peer Relations Instrument (APRI) para la detección de la victimización por acoso escolar: Estudio preliminar de las propiedades psicométricas. Anales de Pediatría, 87(1), 9-17. http://dx.doi.org/10.1016/j.anpedi.2015.12.003
Hair, J., Anderson, R., Tatham, R., & Black, W. (1999). Análisis multivariante (5ta ed.). Prentice Hall.
Hernández, R., y Mendoza, C. (2018). Metodología de la investigación, las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Horizon Report (2019). EDUCAUSE: Higher Education Edition. CO: EDUCAUSE.https://library.educause.edu/media/files/library/2019/4/2019horizonreport.pdf?la=en&hash=C8E8D444AF372E705FA1BF9D4FF0DD4CC6F0FDD1
ISO/IEC. (2019). La era de la Inteligencia Artificial. ISO Focus. 137 (1). https://www.iso.org/files/live/sites/isoorg/files/news/magazine/ISOfocus%20(2013-NOW)/sp/ISOfocus_137_sp.pdf
Kim, K. (2019). An artificial intelligence education program development and application for elementary teachers. Journal of the Korean Association of Information Education, 23(6), 629–637. https://doi.org/10.14352/jkaie.2019.23.6.629
Kline, R. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.
Llaneras, K., Rizzi, A. y Álvarez, J. (29 enero 2023). ChatGPT es solo el principio: la inteligencia artificial se lanza a reorganizar el mundo. https://elpais.com/sociedad/2023-01-29/chatgpt-es-solo-el-principio-lainteligencia-artificial-se-lanza-a-reorganizar-el-mundo.html
Martínez, M. R., Hernández, M. J., & Hernández, M. V. (2006). Psicometría. Alianza Editorial.
Malpica, F. (2 de mayo de 2023) La Educación en la era de la Inteligencia Artificial: claves del aprendizaje con la IA. Educaccion. https://institutoeducaccion.org/la-educacion-en-la-era-de-la-inteligencia-artificial-claves-del-aprendizaje-con-la-ia/.
Metsärinne, M., & Kallio, M. (2015). How are students’ attitudes related to learning outcomes? International Journal of Technology and Design Education, 26(3), 353–371. https://doi.org/10.1007/s10798-015-9317-0
Obregón, L., Onofre, C. y Pareja, E. (2023). El impacto de la inteligencia artificial en el ámbito educativo. Revista Científica FIPCAEC (Fomento De La investigación Y publicación científico-técnica multidisciplinaria). Polo De Capacitación, Investigación Y Publicación (POCAIP), 8(3), 342-354. https://www.fipcaec.com/index.php/fipcaec/article/view/871
Ovejero, A. (2007). Psicología Social Teórica y Aplicada. Biblioteca Nueva.
Sánchez-Holgado, P., Calderón, C., & Blanco-
Herrero, D. (2022). Conocimiento y actitudes de la ciudadanía española sobre el big data y la inteligencia artificial. Revista ICONO 14. Revista Científica De Comunicación Y Tecnologías Emergentes, 20(1). https://doi.org/10.7195/ri14.v21i1.1908
Schepman, A. y Rodway, P. (2022) The General Attitudes towards Artificial Intelligence Scale (GAAIS): Confirmatory Validation and Associations with Personality, Corporate Distrust, and General Trust, International Journal of Human-Computer Interaction, https://dx.doi.org/10.1080/10447318.2022.2085400
Suh y Ahn (2022). Development and Validation of a Scale Measuring Student Attitudes Toward Artificial Intelligence. SAGE Open. 12. 215824402211004. https://dx.doi.org/10.1177/21582440221100463.
UNESCO (2021) Inteligencia artificial y educación. https://unesdoc.unesco.org/ark:/48223/pf0000379376
UNESCO (2019). Concept Note. International Conference on Artificial Intelligence and Education Planning Education in the AI Era: Lead the Leap. Beijing, China. https://en.unesco.org/sites/default/files/ai-conference-beijing-concept-note-en.pdf
Zawacki, O., Marín, V., Bond, M. y Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, Vol. 16, No. 1, pp. 1–27. https://dx.doi.org/10.1186/s41239-019-0171-0
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
