Artificial intelligence literacy and anxiety levels of pre-service science teachers: A mixed method study

Abstract

The study aimed to assess levels of “artificial intelligence literacy” (AIL) and “artificial intelligence anxiety” (AIA) among pre-service teachers and to examine their relationship. The study used an explanatory sequential design, a mixed-methods design. Quantitative data were collected from 136 pre-service teachers using the “Artificial Intelligence Literacy Scale” and “Artificial Intelligence Anxiety Scale” through convenience sampling. Qualitative data were collected through semi- structured interviews with nine pre-service teachers using criterion sampling. Quantitative data were analyzed using ANOVA and correlation analyses, while qualitative data were subjected to content analysis. The results indicated that pre-service teachers’ AIL levels did not differ significantly by GPA, AI knowledge level, or emotional state towards AI. However, they varied significantly by skill level with technological tools. Additionally, AIA levels did not differ significantly by skill level in using technological tools or AI knowledge level. However, they varied considerably based on GPA and emotional state variables. Correlation results revealed no significant relationship between AI levels and AIA levels. The qualitative data from interviews supported the quantitative results, indicating no relationship between AIL and AIA levels. As a suggestion, training can be provided to increase pre-service teachers’ awareness of AI.