https://doi.org/10.25167/FF/5802
Background: Artificial intelligence is revolutionizing many areas of life, including education, by offering new opportunities for personalized learning and increasing the efficiency of the educational process. However, numerous factors influence the extent and quality of the use of AI-based tools. Undoubtedly, one such indicator is the fear of AI.
Objectives: The main aim of the research, the results of which are presented and discussed in this article, was to determine the relationship between the level of fear of artificial intelligence and sociodemographic variables as well as individual experiences related to the use of AI.
Methodology: Using the diagnostic survey method based on a questionnaire technique, a survey was constructed that, in addition to original questions, included the AI Anxiety Scale (Wang & Wang, 2022, pp. 619–634). The study involved a randomly selected sample of 310 participants. Statistical analyses were conducted using JASP 0.18.3 and IBM SPSS Statistics software.
Results: The research found that female participants experienced a significantly higher level of fear toward AI compared to male participants. It was also shown that the level of AI-related anxiety increases with the age of respondents. In contrast, frequent use of AI, higher self-assessed knowledge and skills in this area, as well as contact with humanoid technologies, contribute to lowering the level of fear of AI.
Conclusions: The results obtained are particularly important due to the need to regulate the role of new technologies in the process of teaching and learning. In order to achieve this, it is essential to identify the variables that limit or hinder the use of new technologies. One such factor is undoubtedly the fear of AI, which should be recognized as a key moderator of acceptance or resistance to the use of technological innovations in education.
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