فصلنامه روندها و دستاوردها در فناوری یادگیری

فصلنامه روندها و دستاوردها در فناوری یادگیری

تاثیر کاربست هوش مصنوعی در فرایند یاددهی و یادگیری و اثر آن بر ذهن آگاهی و آمادگی استفاده از هوش مصنوعی در تدریس معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان
دانشگاه خوارزمی
چکیده
پیشرفت‌های اخیر هوش مصنوعی آموزش را متحول کرده است، اما میزان آمادگی معلمان برای بهره‌گیری مؤثر از این فناوری و پیامدهای آن بر مؤلفه‌های روان‌شناختی تدریس کمتر بررسی شده است. پژوهش حاضر با هدف بررسی اثر آموزش ابزارهای هوش مصنوعی در فرایند طراحی و اجرای تدریس بر ذهن‌آگاهی در تدریس و آمادگی معلمان برای استفاده از هوش مصنوعی انجام شد. این پژوهش از نوع شبه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون و گروه کنترل بود. جامعه آماری شامل ۲۵۸ معلم دوره ابتدایی شهرستان سلطانیه بود که از میان آنان ۶۰ نفر به روش در دسترس انتخاب و به‌طور تصادفی در دو گروه آزمایش و کنترل گمارده شدند. گروه آزمایش طی هشت جلسه آموزشی با ابزارهای Magic School، Fobizz و Teach Better آموزش دید و گروه کنترل در همین مدت از فناوری‌های آموزشی غیرهوش مصنوعی مانند Wordwall و Wayground استفاده کرد. داده‌ها با پرسشنامه آمادگی معلمان برای کاربردهای هوش مصنوعی (رمضان‌اوغلو و اکلن، 2024) و مقیاس ذهن‌آگاهی در تدریس (فرانک و همکاران، 2016) گردآوری شد. نتایج تحلیل کوواریانس نشان داد نمرات پس‌آزمون گروه آزمایش در هر دو متغیر ذهن‌آگاهی در تدریس و آمادگی استفاده از هوش مصنوعی به‌طور معناداری بالاتر از گروه کنترل است (p<0.001). همچنین آموزش مبتنی بر هوش مصنوعی موجب افزایش مؤلفه‌های خودکارآمدی فناورانه، تعامل معلم–دانش‌آموز و آگاهی اخلاقی در گروه آزمایش شد. یافته‌ها نشان می‌دهد آموزش ساختارمند ابزارهای هوش مصنوعی می‌تواند با تقویت آمادگی حرفه‌ای معلمان و کاهش فشارهای شناختی مرتبط با طراحی و اجرای تدریس، زمینه ارتقای ذهن‌آگاهی در تدریس را فراهم سازد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The impact of applying artificial intelligence in the teaching–learning process on teachers’ mindfulness and their readiness to use AI in instruction

نویسندگان English

Mohammad Reza Hasani
Fatemeh Javan
Kharazmi Univesity
چکیده English

Recent advances in artificial intelligence have transformed education; however, teachers’ readiness to effectively utilize this technology and its implications for the psychological dimensions of teaching have been less explored. The present study aimed to examine the effect of training in the use of AI tools in the design and implementation of instruction on teachers’ mindfulness in teaching and their readiness to adopt AI. This research employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of 258 primary school teachers in Soltaniyeh, from whom 60 participants were selected through convenience sampling and randomly assigned to the experimental and control groups. The experimental group received eight training sessions on the use of Magic School, Fobizz, and Teach Better, while the control group used non-AI educational technologies such as Wordwall and Wayground during the same period. Data were collected using the Teachers’ Readiness for AI Applications Questionnaire (Ramazanoglu & Eklen, 2024) and the Mindfulness in Teaching Scale (Frank et al., 2016). The results of analysis of covariance indicated that the experimental group obtained significantly higher posttest scores than the control group on both mindfulness in teaching and readiness to use AI (p < 0.001). Moreover, AI-based training led to improvements in the experimental group’s technological self-efficacy, teacher–student interaction, and ethical awareness. The findings suggest that structured training in AI tools can enhance teachers’ professional readiness and, by reducing cognitive pressures associated with instructional design and implementation, facilitate the development of mindfulness in teaching.

کلیدواژه‌ها English

AI applications
education
mindfulness
readiness
technology
ابوالحسنی، زهرا، و عزیزی، اسماء. (1404). تأثیر خودکارآمدی و ذهن‌آگاهی معلمان بر روی استفاده از فناوری اطلاعات و ارتباطات با بررسی نقش میانجی باورهای آموزشی معلمان. پژوهش در روش‌های آموزش. انتشار آنلاین پیش از چاپ. https://doi.org/10.22091/jrim.2025.13223.1310
حسینی، نیره. (1404). تبیین نقش سواد هوش مصنوعی در تقویت مهارت‌های تفکر مرتبه بالاتر دانشجو معلمان با میانجیگری درگیری رفتاری و تعامل همتایان. فناوری و دانش‌پژوهی در تعلیم و تربیت، 5(2)، 55-75. https://doi.org/10.30473/t-edu.2025.74462.1271
زارع نسب، محیا و جامه بزرگ، زهرا. (1404). چالش‌ها و فرصت‌های استفاده از هوش مصنوعی در آموزش ابتدائی: از نگاه نومعلمان. فناوری و دانش‌پژوهی در تعلیم و تربیت، 5(1)، 35-50. https://doi.org/10.30473/t-edu.2025.73388.1238
Abolhasani, Z., & Azizi, A. (2025). The effect of teachers' self-efficacy and mindfulness on the use of information and communication technology with the mediating role of teachers' educational beliefs. Research in Teaching Methods. Advance online publication. https://doi.org/10.22091/jrim.2025.13223.1310 [In Persian]
Ayanwale, M. A., Sanusi, I. T., Adelana, O. P., Aruleba, K. D., & Oyelere, S. S. (2022). Teachers' readiness and intention to teach artificial intelligence in schools. Computers and Education: Artificial Intelligence, 3, Article 100099. https://doi.org/10.1016/j.caeai.2022.100099
Baker, T., Smith, L., & Anissa, N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta.
Bengesi, S., El-Sayed, H., Sarker, M. K., Houkpati, Y., Irungu, J., & Oladunni, T. (2024). Advancements in generative AI: A comprehensive review of GANs, GPT, autoencoders, diffusion model, and transformers. IEEE Access, 12, 69812–69837. https://doi.org/10.1109/ACCESS.2024.3393377
Bodonhelyi, A., Thaqi, E., Özdel, S., Bozkir, E., & Kasneci, E. (2025, April). From passive watching to active learning: Empowering proactive participation in digital classrooms with AI video assistant. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (pp. 1–21). ACM. https://doi.org/10.1145/3706598.3713785
Bozkurt, A., Karadeniz, A., Baneres, D., Guerrero-Roldán, A. E., & Rodríguez, M. E. (2021). Artificial intelligence and reflections from educational landscape: A review of AI studies in half a century. Sustainability, 13(2), Article 800. https://doi.org/10.3390/su13020800
Çetin, G., Frank, J. L., & Jennings, P. A. (2025). Teacher self-efficacy beliefs and burnout: The mediating roles of interpersonal mindfulness in teaching and emotion regulation. Journal of Emotional and Behavioral Disorders, 33(2), 81–98. https://doi.org/10.1177/10634266241243763
Chen, Y., Li, M., Huang, C., Cukurova, M., & Ma, Q. (2023). A systematic review of research on immersive technology-enhanced writing education: The current state and a research agenda. IEEE Transactions on Learning Technologies, 17, 919–938. https://doi.org/10.1109/TLT.2023.3313116
Chiu, T. K. F. (2024). A classification tool to foster self-regulated learning with ChatGPT. Educational Technology Research & Development, 72, 2401–2416. https://doi.org/10.1007/s11423-024-10368-8
Creely, E., & Blannin, J. (2023). The implications of generative AI for creative composition in higher education and initial teacher education. In ASCILITE 2023 conference proceedings: People, partnerships and pedagogies (pp. 357–361). Australasian Society for Computers in Learning in Tertiary Education. https://doi.org/10.14742/apubs.2023.657
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), Article 22. https://doi.org/10.1186/s41239-023-00392-8
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Denny, P., Prather, J., Becker, B. A., Finnie-Ansley, J., Hellas, A., Leinonen, J., Luxton-Reilly, A., Reeves, B. N., Santos, E. A., & Sarsa, S. (2024). Computing education in the era of generative AI. Communications of the ACM, 67(2), 56–67. https://doi.org/10.1145/3624720
Eguchi, A., Okada, H., & Muto, Y. (2021). Contextualizing AI education for K-12 students to enhance their learning of AI literacy through culturally responsive approaches. KI - Künstliche Intelligenz, 35(2), 153–161. https://doi.org/10.1007/s13218-021-00737-3
Esfijani, A., & Zamani, B. E. (2020). Factors influencing teachers' utilisation of ICT: The role of in-service training courses and access. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2311
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155–163. https://doi.org/10.1007/s12671-015-0461-0
Ghiasvand, F., Kogani, M., & Alipoor, A. (2024). "I'm not ready for this metamorphosis": An ecological approach to Iranian and Italian EFL teachers' readiness for artificial intelligence-mediated instruction. Teaching English with Technology, 24(3), 18–40.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Hosseini, N. (2025). Explaining the role of artificial intelligence literacy in strengthening higher-order thinking skills of student-teachers with the mediation of behavioral engagement and peer interaction. Technology and Knowledge Research in Education, 5(2), 55-75. https://doi.org/10.30473/t-edu.2025.74462.1271 [In Persian]
Jennings, P. A. (2015). Mindfulness for teachers: Simple skills for peace and productivity in the classroom. W. W. Norton & Company.
Kong, S. C., & Abelson, H. (Eds.). (2022). Computational thinking education in K-12: Artificial intelligence literacy and physical computing. MIT Press.
Kong, S. C., & Yang, Y. (2024). A human-centered learning and teaching framework using generative artificial intelligence for self-regulated learning development through domain knowledge learning in K–12 settings. IEEE Transactions on Learning Technologies, 17, 1562–1573. https://doi.org/10.1109/TLT.2024.3372936
Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157–176. https://doi.org/10.1016/j.tate.2004.12.004
Kshetri, N. (2024). The future of education: Generative artificial intelligence's collaborative role with teachers. IT Professional, 25(6), 8–12. https://doi.org/10.1109/MITP.2023.3329172
Li, H. (2023). Effects of a ChatGPT-based flipped learning guiding approach on learners' courseware project performances and perceptions. Australasian Journal of Educational Technology, 39(5), 40–58. https://doi.org/10.14742/ajet.8923
Lin, P., & Van Brummelen, J. (2021, May). Engaging teachers to co-design integrated AI curriculum for K-12 classrooms. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1–12). ACM. https://doi.org/10.1145/3411764.3445377
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), Article 410. https://doi.org/10.3390/educsci13040410
Mai, D. T. T., Da, C. V., & Hanh, N. V. (2024, February). The use of ChatGPT in teaching and learning: A systematic review through SWOT analysis approach. In Frontiers in Education (Vol. 9, Article 1328769). Frontiers Media. https://doi.org/10.3389/feduc.2024.1328769
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nazaretsky, T., Ariely, M., Cukurova, M., & Alexandron, G. (2022). Teachers' trust in AI-powered educational technology and a professional development program to improve it. British Journal of Educational Technology, 53(4), 914–931. https://doi.org/10.1111/bjet.13232
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, Article 100041. https://doi.org/10.1016/j.caeai.2021.100041
Ramazanoglu, M., & Akın, T. (2025). AI readiness scale for teachers: Development and validation. Education and Information Technologies, 30(6), 6869–6897. https://doi.org/10.1007/s10639-024-13106-y
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x
Sanusi, I. T., Oyelere, S. S., & Omidiora, J. O. (2022). Exploring teachers' preconceptions of teaching machine learning in high school: A preliminary insight from Africa. Computers and Education Open, 3, Article 100072. https://doi.org/10.1016/j.caeo.2021.100072
Schussler, D. L., Greenberg, M., DeWeese, A., Rasheed, D., DeMauro, A., Jennings, P. A., & Brown, J. (2018). Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 125(1), 1–28. https://doi.org/10.1086/699808
Selvi, K. (2010). Teachers' competencies. Cultura: International Journal of Philosophy of Culture and Axiology, 7(1), 167–175. https://doi.org/10.3176/tr.2010.1.12
Soleimani, H., & Arabloo, P. (2018). Technology training courses in Iran and their effectiveness in helping teachers to use technology in their classrooms: A study. International Journal of English Language & Translation Studies, 6(2), 14–19.
Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Computers and Education: Artificial Intelligence, 3, Article 100049. https://doi.org/10.1016/j.caeai.2022.100049
Tang, K. Y., Chang, C. Y., & Hwang, G. J. (2023). Trends in artificial intelligence-supported e-learning: A systematic review and co-citation network analysis (1998–2019). Interactive Learning Environments, 31(4), 2134–2152. https://doi.org/10.1080/10494820.2021.1875001
Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019, July). Envisioning AI for K-12: What should every child know about AI? In Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 33, No. 01, pp. 9795–9799). AAAI Press. https://doi.org/10.1609/aaai.v33i01.33019795
Vartiainen, H., Tedre, M., & Valtonen, T. (2020). Learning machine learning with very young children: Who is teaching whom? International Journal of Child-Computer Interaction, 25, Article 100182. https://doi.org/10.1016/j.ijcci.2020.100182
Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25(8), 1051–1060. https://doi.org/10.1016/j.tate.2009.04.002
Zare Nasab, M., & Jamebozorg, Z. (2025). Challenges and opportunities of using artificial intelligence in elementary education: From the perspective of new teachers. Technology and Knowledge Research in Education, 5(1), 35-50. https://doi.org/10.30473/t-edu.2025.73388.1238 [In Persian]
Zawacki-Richter, O., Marín, V. I., Bond, M., & 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, 16(1), Article 39. https://doi.org/10.1186/s41239-019-0171-0
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 2, Article 100025. https://doi.org/10.1016/j.caeai.2021.100025
Zhou, X., Van Brummelen, J., & Lin, P. (2020). Designing AI learning experiences for K-12: Emerging works, future opportunities and a design framework. arXiv. https://arxiv.org/abs/2009.10228

  • تاریخ دریافت 22 آذر 1404
  • تاریخ بازنگری 03 اسفند 1404
  • تاریخ پذیرش 20 اسفند 1404
  • تاریخ انتشار 05 تیر 1405