The Effect of Teachers Beliefs and Experiences on the Use of ChatGPT in STEM Disciplines

Abstract

Abstract The rapid development of AI in the recent years has triggered numerous discussions in the education sector. AI offers numerous opportunities, but also challenges, especially for teachers. This study therefore examines the extent to which STEM teachers assess the benefits but also the risks of ChatGPT and how this influences the future use of AI in an educational context. As part of a questionnaire study, the current and future use of ChatGPT and various teacher variables were recorded and relationships between the variables were explored using a path model. In general, AI is still used relatively rarely, but future usage expectations are high compared to current usage. Results further revealed that perceived competence and benefits of ChatGPT have a positive influence on the use and intention to use it. Perceived risks and concerns have no significant influence on the usefulness of ChatGPT in the classroom, indicating that STEM teachers use AI in the classroom despite potential concerns and perceived risks. Additionally, perceived benefits and risks are negatively associated with each other, indicating that teachers rely on an affect heuristic when judging the usefulness of AI technology in the classroom.