Abstract
In recent years, there has been a significant expansion of information education in high schools and a proliferation of science and technology education, resulting in global recognition of STEM and STEAM education. The release of Chat GPT on November 30, 2022, marked the onset of a transformative era in intellectual engagement and learning, prompting the urgent need for the development of educational utilization guidelines. To address this imperative, gaining an understanding of the public's awareness and perspectives on this issue becomes essential. This research aims to illuminate the utilization of interactive AI in education, with a specific emphasis on individuals' impressions and attitudes towards AI. Drawing upon the context of university first-year education, our study seeks to unveil a foundational perspective that can guide the future application of AI in educational settings. To achieve this, we conducted a questionnaire survey using psychological scales, including a trust scale for AI, the Negative Attitudes toward Robots Scale (NARS), and the Robot Anxiety Scale (RAS). A total of 338 participants (237 male, 101 female) from the freshman student population took part in this study. Our results revealed significant correlations between the sense of distrust for AI and both NARS and RAS. However, no significant correlation was observed between the sense of trust and NARS or RAS. By exploring how individuals perceive AI, this research offers valuable insights for developing and integrating AI in education, addressing the pressing need for guidelines in this evolving landscape.
Author Information
Yasumasa Yamaguchi, Sendai University, Japan
Chiaki Hashimoto, Sendai University, Japan
Hidetaka Uchino, Sendai University, Japan
Nagayuki Saito, Sendai University, Japan
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