AI and BDA impact on Stakeholders' Responses to Education Technology Adoption

Purpose: The objective of this study is to examine the impact of AI and BDA in education in the light of stakeholder apprehensions by examining the complex interplay between issues connected to AI and several other elements such as the integration of AI, use of BDA, past technological experience, computer anxiety, societal uneasiness, and the incorporation of user-centred design principles. This provides valuable perspectives and approaches for effectively incorporating AI into the field of education, with a particular focus on the significance of cultural context and diversity. Methodology: A structured questionnaire survey was conducted with a total of 398 participants. Various distribution mechanisms were employed for data collection. Using Likert-type scales, the survey evaluated the levels of AI-induced anxiety, AI integration, BDA, previous technological experience, computer and social anxiety, and user-centered design. To determine the trustworthiness and accuracy of the measuring tool, an initial evaluation was conducted using Cronbach's Alpha and inter-item correlations. Following this, statistical methods were utilised to conduct hypothesis testing and examine the correlations between constructs during data analysis. Findings: The research indicates that BDA has a positive effect, while AI-induced apprehension (AIA) detrimentally impacts AI integration in education. Previous technological experience enhances individuals' confidence and motivation when integrating technology into their lives. However, computer and social anxiety are obstacles and lead to hesitancy and resistance. The concept of User-Centered Design facilitates the integration process by emphasising the development of intuitive interfaces that are easy for users to navigate. The function of cultural context is of great importance in AI and user-centred design, as well as in individuals' prior technological experience. Value: The value of this research is to offer valuable perspectives and practical resolutions for enhancing the adoption of technology in the field of education while considering the influence of cultural diversity. This endeavour effectively acknowledges a significant deficiency in the existing body of scholarly work and contributes to the ongoing discourse on incorporating technology in educational settings worldwide.