Moderating Effect of AI Learning Behavior on AI Awareness and AI Anxiety of Prospective Teachers in ODL Environment

Abstract

The rapid advancement of Artificial intelligence (AI) applications and tools across various domains has introduced many societal challenges in recent times. The fast prevalence of AI development and its practices in the teaching-learning domain demands that students be trained with AI-related skills and applications for improved learning outcomes. Despite AI’s potential boom in the global economy and productivity, many scholars have shown concern that AI technologies have already disrupted and diffused the future workforce and societies. In this context, the present research aimed to explore the role of AI-learning behavior in moderating the AI-awareness and AI anxiety of prospective teachers in an Open and Distance Learning (ODL) environment. This study employed a correlational descriptive design to examine the role of AI-learning behavior in moderating the relationship between AI-awareness and AI anxiety. All students enrolled in the faculty of education in Fall 2023 were considered the study population. Data were collected from the prospective teachers using the AI Anxiety scale (AIA), AI awareness scale (AIA), and AI Learning Behavior questionnaire. The results revealed that AI-learning behavior moderated the relationship between AI anxiety and AI awareness by 16.37% in the Pakistani context.