Exploring AI perceptions in education: unveiling the role of student and teacher motivation and self-efficacy
Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Baez, C., Buchner, J., Ullrich, A.-L., & Schallert-Vallaster, S. (2026). Exploring AI perceptions in education: Unveiling the role of student and teacher motivation and self-efficacy. Computers and Education Open, 10, 100346. https://doi.org/10.1016/j.caeo.2026.100346
External DOI
PHSG Organisation name
Project(s)
License Condition
CC BY 4.0 (International)
Proforis OA-status
Hybrid OA
OA-Acknowledgement
This OA publication was made possible by the R&P contracts of swissuniversities.
Topic PHSG
Digitale und Informatische Bildung
Digitale und Informatische Bildung::Medien und Informatik (MI)
Pädagogische Psychologie
Schule und Profession::Lehrperson und Klasse: Unterricht und soziale Interaktion
Fields of Science and Technology (OECD)
Social sciences::Educational sciences
Natural sciences::Computer and information sciences
Social sciences::Psychology
Abstract
Purpose
Artificial intelligence (AI) has a significant impact on education, but little is known about how primary and lower secondary school students perceive AI in learning. This study aims to explore both student and teacher motivation and self-efficacy in relation to students’ perceptions of AI in learning.
Design/methodology/approach
Data from 907 primary and lower secondary school students and 53 corresponding class teachers from German speaking Switzerland was collected through questionnaires. Analysis was conducted using doubly multilevel structural equation modeling (ML-SEM).
Findings
Analysis revealed that students’ motivation to learn with digital media is significantly linked to their perception of AI at the individual level. Furthermore, students’ self-efficacy is positively associated with their motivation, with girls exhibiting lower self-efficacy to learn with digital media compared to boys. At the class level, teachers’ motivation to integrate digital media in teaching was significantly positively associated with student motivation.
Originality
This study is among the first to investigate primary and lower secondary school students’ perceptions of AI. It distinguishes itself by considering both student and teacher variables in a ML-SEM.
Practical Implications
The research highlights the importance of fostering students’ self-efficacy and motivation to learn with digital media, particularly among female students. Additionally, it emphasizes the need for a supportive and motivating teacher-student dynamic to create a more positive perception of AI in learning. These findings provide valuable insights for integrating AI into primary and lower secondary school settings.
Artificial intelligence (AI) has a significant impact on education, but little is known about how primary and lower secondary school students perceive AI in learning. This study aims to explore both student and teacher motivation and self-efficacy in relation to students’ perceptions of AI in learning.
Design/methodology/approach
Data from 907 primary and lower secondary school students and 53 corresponding class teachers from German speaking Switzerland was collected through questionnaires. Analysis was conducted using doubly multilevel structural equation modeling (ML-SEM).
Findings
Analysis revealed that students’ motivation to learn with digital media is significantly linked to their perception of AI at the individual level. Furthermore, students’ self-efficacy is positively associated with their motivation, with girls exhibiting lower self-efficacy to learn with digital media compared to boys. At the class level, teachers’ motivation to integrate digital media in teaching was significantly positively associated with student motivation.
Originality
This study is among the first to investigate primary and lower secondary school students’ perceptions of AI. It distinguishes itself by considering both student and teacher variables in a ML-SEM.
Practical Implications
The research highlights the importance of fostering students’ self-efficacy and motivation to learn with digital media, particularly among female students. Additionally, it emphasizes the need for a supportive and motivating teacher-student dynamic to create a more positive perception of AI in learning. These findings provide valuable insights for integrating AI into primary and lower secondary school settings.
PHSG Organisation name
Project(s)
Funder
Version
Published Version
Access Rights
metadata only (bibliographisch)
License Condition
CC BY 4.0 (International)
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Author(s)