The Effects of Educational Artificial Intelligence-Powered Applications on Teachers’ Perceived Autonomy, Professional Development for Online Teaching, and Digital Burnout
Bibliographic Data
| ID | 21729316 |
|---|---|
| Authors | Hong Duan (0000-0002-1997-5049, Shihezi University), Wei Zhao (0000-0003-3892-2361), Zhao Wei (0009-0008-4503-5326, Shihezi University) |
| Year | 2024 |
| Volume | 25 |
| Issue | 3 |
| Pages | 57-76 |
| Publication date | 2024-08-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Journal identifiers | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Publisher | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v25i3.7659 |
| OpenAlex | W4401873329 |
| Language | EN |
| Citations received | 11 |
| References cited | 13 |
The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers’ autonomous behavior, digital burnout, and professional development. The study involved a cohort of 320 high school teachers in China segregated into control and experimental groups. The experimental group received instructions on AI-integrated applications and how they might be used in education. However, the teachers assigned to the control group did not receive information on the use of AI educational applications. Three distinct questionnaires probing autonomous behaviors, digital burnout, and online professional development were administered, and the ensuing data were analyzed using independent sample t-tests. The findings elucidate a discernible positive impact of AI-integrated technology intervention on teachers’ professional development and autonomous behaviors. The incorporation of AI-enhanced tools facilitated an augmentation in teachers’ professional growth and bolstered their independent and self-directed instructional practices. Notably, using AI-integrated technology significantly reduced teachers’ susceptibility to digital burnout, signifying a potential alleviation of stressors associated with technology-mediated teaching. This research provides valuable insights into the multifaceted effects of AI-powered technologies on educators, shedding light on enhancing professional competencies and mitigating digital burnout. The implications extend beyond the confines of this study, resonating with the broader discourse on leveraging technology to augment the teaching profession and optimize the learning environment
Autonomy · Burnout · Computer-mediated communication · Distance education · Educational technology · Faculty Development · Mathematics education · Medical education · Multimedia · Pedagogy · Professional development · Technology integration · The Internet · World Wide Web · Computer Science · Diverse Approaches in Healthcare and Education Studies · Education and Learning Interventions · Education, Safety, and Science Studies · Medicine · Psychology
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| Citations per year | 11 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |