Exploring Teachers' Perception of Artificial Intelligence: The Socio-emotional Deficiency as Opportunities and Challenges in Human-AI Complementarity in K-12 Education
<|reference_start|>Exploring Teachers' Perception of Artificial Intelligence: The Socio-emotional Deficiency as Opportunities and Challenges in Human-AI Complementarity in K-12 Education: In schools, teachers play a multitude of roles, serving as educators, counselors, decision-makers, and members of the school community. With recent advances in artificial intelligence (AI), there is increasing discussion about how AI can assist, complement, and collaborate with teachers. To pave the way for better teacher-AI complementary relationships in schools, our study aims to expand the discourse on teacher-AI complementarity by seeking educators' perspectives on the potential strengths and limitations of AI across a spectrum of responsibilities. Through a mixed method using a survey with 100 elementary school teachers in South Korea and in-depth interviews with 12 teachers, our findings indicate that teachers anticipate AI's potential to complement human teachers by automating administrative tasks and enhancing personalized learning through advanced intelligence. Interestingly, the deficit of AI's socio-emotional capabilities has been perceived as both challenges and opportunities. Overall, our study demonstrates the nuanced perception of teachers and different levels of expectations over their roles, challenging the need for decisions about AI adoption tailored to educators' preferences and concerns.<|reference_end|>
@article{oh2024exploring,
    title={Exploring Teachers' Perception of Artificial Intelligence: The
  Socio-emotional Deficiency as Opportunities and Challenges in Human-AI
  Complementarity in K-12 Education},
    author={Soon-young Oh and Yongsu Ahn},
    journal={arXiv preprint arXiv:2405.13065},
    year={2024},
    archivePrefix={arXiv},
    eprint={2405.13065},
    primaryClass={cs.HC cs.AI cs.CY}
}