BENEFITS AND EXPERIENCES OF TEACHERS’ USING ARTIFICIAL

INTELLIGENCE (AI): A PHENOMENOLOGICAL STUDY

A Qualitative Research Submitted To:

Isulan National High School, Kalawag 2, Sultan Kudarat

SORSANO, ALFREDO

SUMAGAYSAY, KIRZHY

FEO, KRYSTELLE

DINOPOL, QYLLE

Student Researchers

March 2024
 CHAPTER I

INTRODUCTION

Background of the Study

Teachers have a significant impact on children' lifelong learning,

emotional development, and academic success. Their unrelenting

dedication, skill, and passion for creating amazing learning environments,

helps children achieve both in the classroom and in life. Artificial

intelligence (AI) has the potential to totally transform education globally and

offers the potential to enhance learning outcomes and alter traditional

teaching techniques (Mujiono, 2023). Artificial intelligence (AI) has shown

remarkable results in closing educational gaps through personalized

learning experiences and adaptive technologies.

Although AI in education has been shown to be beneficial in the

Philippines, there are still issues with its limited use and ethical concerns,

especially in primary education (Rizvi, 2023; Zulkarnain & Yunus, 2023).

Despite initiatives to advance AI in education, successful integration of the

technology into teaching methods is hampered by the lack of knowledge

about instructors' perspectives and experiences.

The perspectives of educators on the integration of AI in the classroom

are frequently overlooked in existing research, despite the fact that these

perspectives are critical to the implementation's success (Tkachenko, 2023).

This overlook presents a serious research challenge because it limits our

understanding of how artificial intelligence (AI) might improve teaching and

learning outcomes. Specifically, it limits our understanding of instructors'

experiences using AI in educational contexts.

The continued lack of knowledge on teachers' perspectives and

experiences with AI integration is a major obstacle to the successful

application of AI in educational settings. Due to this research gap,

phenomenological studies that focus on teachers' first-hand experiences

with AI are needed to shed light on how teachers' roles are changing in an

AI-driven educational environment.

Research on how teachers at Isulan National High School feel about

integrating AI into the classroom is desperately needed. Even with AI's

potential advantages, a successful integration into the local educational

context requires an awareness of instructors' experiences, including the

difficulties and advantages they see.

This study intends to explore the experiences of Isulan National High

School teachers with artificial intelligence, offering insights into the

advantages and difficulties they faced when integrating AI into their

instructional strategies. By carrying out this research, we are embracing

advancement, creativity, and a future in which our dedication to science,

technology, and education is not only maintained but enhanced.

Statement of the Problem

Generally, this study aims to describe the benefits and experiences of

teachers’ using artificial intelligence (AI).

Specifically, this study seeks to answer the following question:

1. What benefits may teachers derive from using artificial intelligence (AI)

in their educational settings?

2. What challenges do teachers face when integrating artificial intelligence

(AI) into their teaching practices?

Theoretical Framework

This study, based on constructivism theory, investigates the benefits and

experiences of teachers using artificial intelligence at Isulan National High

School. Piaget (1994) proposed that pupils learn new information when they

actively participate in the learning process and connect it to existing

knowledge. There are two major types of constructivism: cognitive

constructivism and social constructivism (Finnegan & Ginty, 2019; Zhang &

Lin, 2018).

Cognitive constructivism emphasizes learning, in which students construct

knowledge through active engagement and prior experience. During the

learning process, students may internalize or adapt new information. (Zhang

and Lin, 2018). When considering the constructivist approach with AI

applications, teachers will either integrate such apps into existing contexts

or adapt AI applications to transform educational settings (Sruthi &

Mukherjee, 2020; Zhang & Lin, 2018).

Social constructivism, established by Lev Vygotsky, includes interactions

between persons in the learning environment as part of obtaining new

information (Finnegan & Ginty, 2019). Also, social constructivism

emphasizes the social dimensions of learning, such as interactions with

someone who knows more (Clark, 2018). Despite differences between

cognitive and social constructivism, there are basic components that are

pertinent to a discussion of artificial intelligence and its possible impact on

education (Finnegan & Ginty, 2019; Zhang & Lin, 2018).

Significance of the Study

The study aims to explore the teachers' benefits and experiences using

Artificial Intelligence (AI), which would benefit the following:

The teachers. The result of the study will be of great help as it provides

insights into the benefits and challenges of using Artificial Intelligence in

educational setting. The results of this study will be of great use in reflecting

on their teaching practices leading to a more effective teaching and better

support student learning.

The students. Their learning experiences will be enhanced, resulting in

more effective learning outcomes, which will benefit them.

The school. By addressing teachers' challenges and experiences with AI in

education, schools can benefit from the students' performance, leading to a

positive impact on the school's image, reputation, and competitiveness.

The future researchers. The research comprises conclusions and a

thorough understanding of the subject by the researchers, which will

enhance their comprehension of the multifaceted nature of AI integration in

educational settings.

Scope and Delimitation

This research study aims to explore the advantages and experiences of

junior high and senior high school teachers who have included Artificial

Intelligence (AI) into their teaching practices. It focuses on the impact of AI

on education at Isulan National High School.

A series of interviews will be used to gather information for this study

on how incorporating AI into the classroom affects overall learning results,

teaching effectiveness, and student engagement. The advantages and

difficulties teachers face when using AI technologies into their teaching

practices will also be explored.

There will be 8 educators as participants who work at the junior high

and senior high school at Isulan National High School. They are going to be

chosen with purpose.

Definition of Terms

Artificial Intelligence (AI). Computer programs that simulate human

intellect to improve education methods.

Teachers' Experiences. Educators' subjective experiences with AI in their

teaching practices, including observations and reflections.

Benefits. Positive outcomes perceived by teachers, such as improved

student engagement and learning.

Challenges. Obstacles faced by teachers when integrating AI, like technical

issues or resistance to change.

Phenomenological Study. Qualitative research exploring teachers' lived

experiences with AI in education.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents theories, principles, and ideas of varied authors

and other researchers related to the study. These are reflected in books,

magazines, journals, unpublished theses, internet and other studies.

Artificial Intelligence

Artificial intelligence (AI) refers to computers that do cognitive

activities similar to human minds, including learning and problem solving

(Baker & Smith, 2019). It encompasses a variety of analytical methodologies,

including machine learning, neural networks, and deep learning (Aggarwal,

2018). Machine learning, which includes both supervised and unsupervised

learning models, allows computers to make data-driven judgments without

the need for explicit programming. AI integration in education comprises

instructional technology like chatbots, intelligent tutoring, and automated

grading systems, which provide opportunities for learners (Clark, 2020). Its

applications help students collaborate, personalize learning experiences,

plan activities, provide adaptive feedback, and reduce teacher workload

(Luckin et al., 2016; Roll & Wylie, 2016). Furthermore, AI helps anticipate

dropout probabilities, profile student backgrounds, monitor progress, and

conduct summative evaluations (Popenici & Kerr, 2017; Swiecki et al.,

2019).

One of the key advantages of AI in education is its ability to facilitate

individualized and interactive learning experiences. Radu (2014) stresses

that AI technologies like augmented reality can improve student engagement

and build immersive learning environments. Furthermore, AI can produce

prompts for formative assessment activities and provide continuous

feedback, which is critical for student learning (Cuomo et al., 2022). Despite

the potential benefits, integrating AI into education presents problems.

Biases in data training and the creation of inaccurate information are

serious challenges that must be addressed (Cuomo et al., 2022).

Furthermore, the application of artificial intelligence in education creates

privacy concerns, particularly around student data and information security

(Baidoo-Anu & Ansah, 2023).

Another key advantage of AI in education is its ability to facilitate

efficient load forecasting and cost-effective resource allocation (Baidoo-Anu

& Ansah, 2023). However, this integration raises cyber security issues

because IoT devices and data are possible targets of attacks (Baidoo-Anu &

Ansah, 2023). AI in education can improve teacher-student engagement and

create new chances for content creation (Hossain et al., 2019). Nonetheless,

issues in controlling evaluation fraud and limitations in achieving desired

learning results have been discovered (Hossain et al., 2019).

Despite an expanding amount of research on the benefits and

problems of AI in education, numerous knowledge gaps remain. For

example, the impact of AI on student anxiety and preferences for various

teaching styles warrants additional exploration (Bagherian et al., 2020).

Future research should also concentrate on creating AI systems that can

solve biases in data training and privacy problems (Baidoo-Anu & Ansah,

2023). Furthermore, the potential for AI to improve teacher-student

interactions and facilitate content development in a variety of educational

settings should be investigated further (Hossain et al., 2019).

in Classroom Management

According to Gray and Perkins (2019), they used machine learning

and early involvement to forecast student outcomes. Their research showed

how artificial intelligence (AI) may be used to detect pupils who may have

academic difficulties and offer timely interventions to enhance learning

outcomes. This demonstrates how AI helps with academic support and

individualized learning.

Kim, Soyata, and Behnagh (2018) examined the idea of AI-powered

smart classrooms that are emotionally sensitive while talking about the

problems and future directions of engineering and education. Their research

showed how crucial it is to incorporate emotionally intelligent AI

technologies into classroom management to promote students’

socioemotional growth and overall well-being. This points to a possible

direction for further study in the creation of AI systems that can

successfully attend to the emotional needs of students in learning

environments.

Moreover, Hussain et al. (2018) researched the effects of student

involvement forecasts in an e-learning system on course evaluation scores.

The results of this study shed light on how artificial intelligence (AI) may be

used to forecast and improve student engagement, a critical component of

efficient classroom management.

Holstein, McLaren, and Aleven (2019) discussed co-designing a tool for

orchestrating classrooms in real-time to enhance the complementarity

between teachers and AI. This study highlighted how AI may help teachers

control classroom dynamics in real time and complement them, suggesting

that AI has a promising future in classroom management.

Additionally, the shift from black box to glass box AI systems offered

insights into explainable AI. In the context of classroom management, this is

especially important because teachers must comprehend and have faith in

the AI systems that assist in their decision-making (Rai, 2019).

Therefore, even with the results of current research, there are still

several unanswered questions and possible avenues for further study in the

area of artificial intelligence in classroom management. First and foremost,

additional empirical research is required to examine the effects of AI-based

classroom management systems on teacher effectiveness and student

learning results. Further investigation into the use of AI and other proactive

tactics, such as empathy training, may be necessary to develop a more

comprehensive method of classroom management. Further research should

concentrate on creating AI systems that are specially designed to meet the

particular requirements of various educational environments and student

demographics. Lastly, investigating the moral ramifications of AI in

education and resolving issues with algorithmic bias, privacy, and data

security are important areas for further investigation (Schultze-Krumbholz

et al., 2016).

Challenges and Opportunities in Implementing AI in Education

Maatuk et al. (2021) discuss the obstacles and prospects of e-learning

during the COVID-19 pandemic from the standpoint of both students and

teachers. The study stresses the problems that both students and

instructors encounter when transitioning to the new e-learning

environment. This is consistent with the obstacles of deploying AI in

education, as the transition to AI-driven educational solutions may present

initial challenges for stakeholders. Moriña (2017) discusses the problems

and prospects of inclusive education in higher education, highlighting the

potential of AI and machine learning (ML) in e-learning and HEI. However,

the specifics of these issues are not described in the research findings.

Maatuk et al. (2021) conducted study that shed light on the

opportunities provided by e-learning during the COVID-19 pandemic. While

the report does not specifically mention AI, it does imply that the transition

to online learning has created opportunities for creative technical solutions,

such as AI-powered educational platforms. Furthermore, Chan and Zary

(2019) investigate the applications and obstacles of applying AI in medical

education. Although the study focuses on medical education, the findings

indicate that AI offers great prospects for improving the learning experience

via personalized and adaptive learning systems.

Benefits of Artificial Intelligence in Education

Sallam and Malik (2023) conducted a systematic review of prospective

views and valid concerns about the use of ChatGPT in healthcare education,

research, and practice. The findings indicate that AI, specifically ChatGPT,

has the potential to improve scientific writing, increase research equality

and variety, and be useful in health care research. Furthermore, the study

emphasizes the benefits of AI in health care practice, with an emphasis on

individualized learning, critical thinking, and problem-based learning.

Baidoo-Anu and Ansah’s (2023) study adds to the evidence that AI,

specifically ChatGPT, has the potential to improve education. The authors

underlined the need of individualized and interactive learning, as well as

developing prompts for formative assessment activities that provide

continuous feedback to influence teaching and learning. These findings

highlight the importance of AI in providing adaptive and personalized

learning experiences in educational contexts.

Goh and Sandars (2020) investigated the application of emergent

technologies, including AI, for adaptive learning and virtual reality in

medical education. According to the study, AI is anticipated to play an

important role in transformative change and the future of medical

education. This shows that AI has the potential to transform medical

education and training by bringing novel approaches to teaching and

learning in the healthcare domain.

Dave, Athaluri, and Singh (2023) also offered an outline of ChatGPT’s

potential applications in the medical industry, which ranged from identifying

interesting research subjects to supporting professionals with clinical and

laboratory diagnoses. The study also highlighted the emergence of virtual

assistants to help people manage their health, underlining the many roles

that artificial intelligence may play in healthcare education and practice.

Furthermore, Khan, Jawaid, Khan, and Sajjad (2023) highlight the

potential of AI to change medical education and clinical management,

implying the need for ongoing research into the effects of AI integration on

the quality and accessibility of healthcare education and practice. By

addressing these knowledge gaps, future research can help to provide a

more nuanced understanding of the benefits and drawbacks of using AI in

education, particularly in healthcare and medicine.

Teacher role on AI Based Education

The role of teachers in AI-based education is crucial for the successful

integration of artificial intelligence (AI) technologies in educational settings.

Teachers play a significant role in implementing AI tools, fostering students'

learning effectiveness, and developing cooperative learning environments

(Cope et al., 2020). Research indicates that teachers are key actors in

bringing innovation to the classroom and developing innovative educational

paths, highlighting the importance of understanding their attitudes and

perceptions towards AI education (Polak et al., 2022). Furthermore,

teachers' trust in AI-based educational technology is essential for its

effective adoption in K-12 education (Nazaretsky et al., 2022).

Studies have shown that AI can be utilized as a tool to support

teachers in various ways, such as facilitating the design of learning

activities, providing information about student performance, and supporting

teachers' awareness (Chounta et al., 2021). Additionally, AI can be

instrumental in enhancing teachers' professional skills and practice,

ultimately benefiting teacher training and continuous professional

development (Zhao et al., 2021).

Research indicates that exploring teachers' genuine knowledge and

perceptions of AI-based opportunities and challenges in education is

essential for successful implementation (Kuleto et al., 2022). Creating and

evaluating pretertiary AI curricula can enhance students' competence and

positive attitudes towards AI while empowering teachers to bring AI concepts

into their classrooms autonomously (Chiu et al., 2022).

In conclusion, teachers play a crucial role in AI-based education by

implementing AI tools, fostering effective learning environments, and

developing innovative educational paths. The effective integration of AI

technology in K–12 education depends on their confidence and

comprehension of it. AI may help teachers in several ways, including by

improving professional development and making course design easier. In

general, the successful integration of AI in education depends on teachers.

Teaching Strategies of Teachers in Education

The COVID-19 epidemic has caused substantial changes in the world

of education, requiring teachers to adjust their teaching methodologies to

meet the needs of remote and hybrid learning environments. Several studies

have looked into the obstacles and opportunities that teachers faced when

applying different teaching approaches during this time period. For example,

Maatuk et al. (2021) discovered that teachers recognized the value of Food

and Nutrition Education (FNE) and reported a desire to incorporate more

FNE content into their instruction. They also noted the FNE themes covered,

the resources used, the teaching partners, and the challenges encountered.

Similarly, Aydin et al. (2022) did a qualitative study to analyze Australian

teachers’ opinions and experiences of Food and Nutrition Education in

primary schools, offering light on teaching techniques.

Furthermore, Kassens-Noor (2012) investigated the use of Twitter as a

teaching strategy to improve active and informal learning in higher

education. The study sought to establish whether Twitter assists pupils in

learning a specific subject field. This study sheds light on the use of social

media platforms as teaching aids, as well as the potential benefits they may

provide in terms of increasing student engagement and learning outcomes.

 In another study, Oleson and Hora (2014) investigated the sources of

teaching knowledge and the influence of prior experience in molding faculty

teaching methods. The authors investigated how to strike a functional

equilibrium by developing a curriculum that incorporates progressively

complicated game designs, computational thinking patterns, and authoring

tools. This study emphasizes the need of incorporating creative and

interactive aspects into the curriculum to improve the teaching and learning

process.

Students Perspectives on AI

Bond et al. (2020) investigated the relationship between student

involvement, instructional technology, and the acquisition of information

and practical skills in nature and natural sciences. Their findings highlight

the revolutionary potential of artificial intelligence (AI) in enriching learning

experiences through personalised feedback and explanations, changing

students’ relationships with educational information. This is consistent with

previous research by Baker and Inventado (2014), who proved the

effectiveness of educational data mining and learning analytics in informing

pedagogical practices and improving learning outcomes. Together, these

studies demonstrate the promise role of AI-powered educational tools in

increasing student engagement and developing deeper comprehension

across a wide range of topic areas.

 According to Buckley and Doyle (2016), gamified learning

interventions have a favourable influence on student motivation, with

different results depending on whether the learner is motivated by intrinsic

or extrinsic factors. The study underlined that when putting AI-based

interventions into practice, it is important to take individual student

features and motivational variables into account. Qadir has looked into the

possible advantages of generative AI technology in engineering education

(2023). In addition to discussing the benefits of AI technology for engineering

education, the study addressed ethical issues and what this means for the

field’s future. Given its advantages and ethical ramifications, our findings

highlight how crucial it is to comprehend AI’s dual function in education.

Furthermore, Unger and Meiran (2020) examined student attitudes

towards online learning during the COVID-19 pandemic, emphasising

worries about switching to an online learning environment, views of false

information in the media, and readiness for emergency scenarios. This study

clarified the difficulties that students had during the epidemic and the

necessity of efficient AI-based solutions to facilitate online learning. The

Publishers, Netherlands Wageningen Academic (2014) study also highlighted

the beneficial effects of video materials on university students’ attitudes

towards the use of films in teaching listening skills as well as their ability to

comprehend English spoken aloud. This research implies that artificial

intelligence (AI)-based teaching resources, including videos, can enhance

students’ educational experiences.

 Moreover, Woottipong (2014) emphasised the significance of student

attitudes and behaviours about e-learning in developing nations, stressing

the vital role that student attributes play in e-learning adoption and

readiness. This study emphasised the necessity of taking into account the

varied backgrounds and interests of students when putting AI-based e-

learning systems into practice. The beneficial effects of educational robot-

based learning systems on student motivation and performance were

covered by Rhema and Miliszewska (2014). This research implies that AI-

driven learning platforms, such educational robots, can raise motivation and

engagement levels in students.

The aforementioned claims highlight, In summary, how AI is

revolutionising education through the use of gamified interventions,

personalised feedback systems, and AI-powered technologies in virtual

learning environments. These findings highlight how crucial it is to take into

account the unique traits and motivations of each student when applying

AI-based solutions. Additionally, they draw attention to the moral issues

and the necessity of a complex comprehension of AI’s dual role in education.

Constructivism

Mcleod (2024) defines Constructivism as a learning framework

highlighting learners' active involvement in constructing their

understanding. Instead of merely absorbing information, learners engage by

reflecting on experiences, forming mental models, and integrating new

knowledge into their existing understanding. This approach fosters deeper

comprehension, emphasizing that human learning is an active process

where individuals build upon their prior knowledge.

Brau (2020) also discusses social constructivism, asserting that

human development is shaped by social contexts and that knowledge is

formed through interpersonal interactions. This perspective is in line with

Greenhow and Lewin's (2016) proposition, which views social media as a

platform for learning, encompassing different levels of formality. They

employ social constructivism and connectivism to analyse the intricacies of

learning across different contexts, suggesting that constructivism has

applicability in understanding digital learning environments.

Furthermore, constructivist theory's educational consequences are

emphasized by Kivunja (2014). In support of a learner-centered approach to

education, the author highlights situational learning, collaborative inquiry,

and problem-based learning as examples of learner-centered techniques.

This educational strategy, which emphasises student empowerment and

active participation in the learning process, is consistent with the basic

ideas of constructivism. Constructivism has been applied to facilitate

student-centered learning experiences that include social interactions and

interactive exercises in a variety of educational contexts (What Is

Constructivism?, 2020).

Connectivism is introduced by Ravenscroft (2011), who also highlights

the importance of digital technologies in enabling the sharing and

acquisition of knowledge. This viewpoint stresses the interconnectedness of

learning in the digital age, which broadens the discussion on learning

theories beyond constructivism. Siemens (2004) adds another perspective to

this discussion by arguing that learning takes place in networks, where

students work together with information sources and other learners to

create knowledge collaboratively. Although constructivism and connectivism

offer important insights into how students interact in information-rich

networks, connectivism also invites investigation into the relationship

between the two theories, especially in terms of how they could complement

each other to impact modern learning environments (Ravenscroft, 2011;

Siemens, 2004).

Based on the statements above, constructivism is still a foundational

theory that emphasises learner-centered approaches and the significance of

social interaction in the creation of knowledge. Constructivism's co-

emergence with connectivism highlights how education is evolving in the

digital age. Constructivism places emphasis on active learning and

reflection, whereas connectivism broadens the scope of this discussion to

include digitally enabled networked learning environments. Understanding

how these theories relate to one another can help teachers implement more

effective teaching strategies and create meaningful learning opportunities in

both traditional and virtual learning environments.

Related Studies
 According to Zawacki-Richter et al. (2019) states that a systematic

review of research on AI applications in higher education and highlighted

the scarcity of studies focusing on educators. Their findings revealed that

most research on AI in education has predominantly focused on student-

centered applications, such as personalized learning, adaptive assessment,

and intelligent tutoring systems. The lack of emphasis on educators in the

existing literature suggests a knowledge gap in understanding the role and

impact of AI on teachers in educational settings.

Baidoo-Anu & Ansah (2023) states that the potential benefits of

ChatGPT, a generative AI technology, in promoting teaching and learning

were explored. The authors discussed how ChatGPT can support educators

in creating interactive and engaging learning experiences for students.

Paudel (2020) provided insights into the experiences of participants in

online education, emphasizing its benefits for promoting online research,

connecting practitioners to the global community, and providing access to

authentic knowledge resources. Despite the lack of specific findings from the

source, Paudel's work highlights the positive experiences associated with

online education, which may have implications for the integration of AI tools

like ChatGPT in online learning environments.

Furthermore, Kumar et al. (2022) and Martínez-Maldonado et al.

(2023) pointed out that ChatGPT has the potential to offer personalized and

effective learning experiences by providing students with customized

feedback and explanations, as well as creating realistic virtual simulations

for hands-on learning.

However, the broader applications of AI in education, highlighting the

potential for AI to aid different parts of the education system, this research

underscores the evolving role of AI in education. While it doesn't directly

delve into teachers' experiences, it suggests how AI technologies like

ChatGPT could influence teaching methods as they become more integrated

into education. Despite the potential benefits highlighted in the existing

research, there are knowledge gaps that warrant further exploration

(Martínez-Maldonado et al., 2023). For instance, Puntoni et al. (2020) and

Munoko et al. (2020) did not directly address the experiences of teachers

using AI.
 CHAPTER III

METHODOLOGY

This chapter discusses the study methodology, including the design,

participants, sampling, locale, and instrument used to collect data, as well

as how it is prepared, tested, and administered. It explains the procedure,

which includes a discussion of data analysis methodologies, rigors or

trustworthiness, and ethical issues for carrying out this study.

Research design

The qualitative, descriptive phenomenology design was used in this

study to analyze the lived experiences of teachers’ who use artificial

intelligence (AI) in their classroom activities. Moustakas (1994) and Stolz

(2020) define phenomenology as a framework for exploring the subjective

meanings and interpretations of a phenomenon as perceived by its

participants. Using this tactic, the research aims to capture teachers’ actual

thoughts and perspectives on the benefits and challenges of using AI

technologies into their teaching methods.

Locale of the Study

 This research takes place in Isulan National High School. It is located

in Kalawag II, Isulan, Sultan Kudarat. It is a government-funded school that

caters to learners from different economic backgrounds.

Isulan National High School, a prominent school in the Sultan

Kudarat division, has achieved prestigious recognition, earning Hall of Fame

status for its consistent excellence in implementing Brigada Eskwela and

Level 3 status for its effective school-based management practices.

Participants

This study involves 8 teachers with at least one year of teaching

experience in junior and senior high school, who utilize artificial intelligence

in their subjects. These educators shared their experiences with artificial

intelligence in the context of junior and senior high school education.

Sampling

The participants will be purposively selected. They are junior and

senior high school teachers who have integrated artificial intelligence into

their teaching practices.

Research Instrument
 The researchers will employ a semi-structured interview guide to

study the benefits and experiences of teachers who use artificial intelligence.

Following McCracken’s (1989) five-step method, they will formulate

questions, beginning with the major inquiry concerning the benefits and

challenges that teachers’ experience when implementing AI into their

instruction. These questions will address student participation, the

usefulness of AI tools, and how to overcome impediments. During the

interviews, the researchers will take notes and employ technology such as

audio recorders to accurately capture participants’ comments, as advised by

McLeod (2014).

PROCEDURE

The researcher will submit a letter to their research adviser requesting

permission to collect data from junior and senior high school teachers at

Isulan National High School, including pilot testing to ensure that the

interview questions are clear and understandable.

Upon the approval of the letter request, the researchers will then seek

into consideration the Ethical Values in conducting this study. First, the

researcher will obtain informed consent from the participants as well as

explaining the purpose of the study, which is to obtain description and gain

insights of the benefits and experiences of teachers using Artificial

Intelligence (AI) in their teaching practices. The chosen participants have the

freedom to withdraw from the study at any point. After that, the researchers

will take consideration of the schedule for interviews at a convenient time for

the teacher participants to avoid disruption to their workload. Before they

are going to participate, there will be directions and further explanations of

the data collection methods and on how they're going to participate in the

study. Furthermore, it implemented the idea of Beneficence, which is doing

good and preventing harm, by giving participants the confidentiality and

anonymity using code names, and with verbal consent, interviews will be

audio recorded for reliable data gathering. The researcher will also explain

how the research findings will benefit the teachers themselves or contribute

to improving educational practices at Isulan National High School.

Next, the researcher will use the semi-structured interview guide as a

tool in data gathering. This guide will be developed following McCracken's

(1988) 5-step approach for qualitative interviews. During the interviews,

with the teachers' consent, the conversations will be audio recorded for

accurate data capture. Then, the recordings will be transcribed accordingly,

and lastly, the transcribed data will undergo careful analysis.

Data Analysis

In order to generate the research study's topics, the investigators

employed phenomenological data analysis through Colaizzi’s (1978) Reflexive

Thematic Analysis. To explain the dataset's analytical process, the following

succinct explanations of transcript creation are summarized:

The validated and structured interview guide questions will be used to

conduct an in-depth interview. Vernacular translations of the interview

guide questionnaire will be provided for the participant's benefit. Each

participant will be sharing their experiences using their own words.

Interviews will last from 20 minutes to 30 minutes and this interview will be

conducted by the researchers. Meanwhile, the following steps represent

Colaizzi’s process for Reflexive Thematic Data Analysis:

1. Transcribe & Familiarize: Each transcript should be read through

several times

to obtain a general understanding of the data.

2. Extract Significant Statements: Significant statements that pertain

to the

the phenomenon under study should be identified and labeled.

3. Formulate Meanings: Meanings should be formulated from the

identified

significant statements.

4. Cluster Themes: Meanings found throughout the data should be

clustered and

categorized into common themes.

5. Create Exhaustive Description: The findings of the study should be

written into

an exhaustive description of the phenomenon under study.

6. Produce Fundamental Structure: Statement that describes the

essential

structure of the phenomenon.

7. Validate Findings: Present fundamental structure to participants

and verify results with their experiences.

Reference

Aggarwal. C. C. (2018). Neural Networks and Deep Learning. SpringerLink.

https://link.springer.com/book/10.1007/978-3-319-94463-0

Alloghani, M., Al-Jumeily, D., Mustafina, J., Hussain, A., & Aljaaf, A. (2019).

A Systematic Review on Supervised and Unsupervised

Machine Learning Algorithms for Data Science.

https://www.semanticscholar.org/paper/A-Systematic-Review-

on-Supervised-and-Unsupervised-Alloghani-Al-

Jumeily/3b16bcb226bb1c87a6e63e0658be30067ed03f57

Aydin, G.., Margerison, C.., Worsley, Anthony., & Booth, Alison. (2022).

Australian Teachers’ Perceptions and Experiences of Food and

Nutrition Education in Primary Schools: A Qualitative Study.

Australian Journal of Teacher Education.

http://doi.org/10.14221/ajte.2022v47n2.5
Bagherian, M.., Sabeti, Elyas., Wang, Kai., Sartor, M.., Nikolovska-Coleska,

Z.., & Najarian, K.. (2020). Machine learning approaches and

databases for prediction of drug–target interaction: a survey

paper. Briefings in Bioinformatics, 22 , 247 - 269

http://doi.org/10.1093/bib/bbz157

Baidoo-Anu, David., & Ansah, Leticia Owusu. (2023). Education in the Era

of Generative Artificial Intelligence (AI): Understanding the

Potential Benefits of ChatGPT in Promoting Teaching and

Learning. SSRN Electronic Journal .

http://doi.org/10.2139/ssrn.4337484

Baidoo-Anu, David., & Ansah, Leticia Owusu. (2023). Education in the Era

of Generative Artificial Intelligence (AI): Understanding the

Potential Benefits of ChatGPT in Promoting Teaching and

Learning. SSRN Electronic Journal.

http://doi.org/10.2139/ssrn.4337484

Baker, R. S., & Inventado, P. S. (2014). Educational data mining and

learning analytics: Applications to constructionist research.

Technology, Knowledge and Learning, 19(1-2), 205-220.

https://learninganalytics.upenn.edu/ryanbaker/TKL-

Berland_Baker_Blikstein-20140402-CLEAN.pdf

Baker, T. & Smithi, L. (3019) Edic-Al-tion rebooted? Exploring the future of

artificial intelligence in whools and colleges.

 https://media.neva.org.uk/documents/Future_of_Al_and_educ

ation_v5 Land_education_v5_WEB pdf

Behar-Horenstein, L.., & Niu, Lian. (2011). Teaching Critical Thinking Skills

In Higher Education: A Review Of The Literature. Journal of

College Teaching & Learning, 8 , 25-41 .

http://doi.org/10.19030/TLC.V8I2.3554

Bond, Melissa., Buntins, Katja., Bedenlier, S.., Zawacki-Richter, Olaf., &

Kerres, M. (2020). Mapping research in student engagement and

educational technology in higher education: a systematic

evidence map. International Journal of Educational Technology

in Higher Education, 17 . http://doi.org/10.1186/s41239-019-

0176-8

Bralić, A.., & Divjak, B.. (2018). Integrating MOOCs in traditionally taught

courses: achieving learning outcomes with blended learning.

International Journal of Educational Technology in Higher

Education, 15 , 1-16 . http://doi.org/10.1186/s41239-017-

0085-7

Brau, B. (2020). Constructivism. In United Nations Peace Operations and

International Relations Theory.

http://doi.org/10.4135/9781483375519.n148

Brecht, H. D.. (2012). Learning from Online Video Lectures. J. Inf. Technol.

Educ. Innov. Pract., 11 , 227-250 .

http://doi.org/10.28945/1712
Buckley, P.., & Doyle, Elaine. (2016). Gamification and student motivation.

Interactive Learning Environments, 24 , 1162 – 1175 .

http://doi.org/10.1080/10494820.2014.964263

Chan, Kai Siang., & Zary, N.. (2019). Applications and Challenges of

Implementing Artificial Intelligence in Medical Education:

Integrative Review. JMIR Medical Education, 5.

http://doi.org/10.2196/13930

Chiu, T., Meng, H., Chai, C., King, I., Wong, S., & Yam, Y. (2022). Creation

and evaluation of a pretertiary artificial intelligence (ai)

curriculum. Ieee Transactions on Education, 65(1), 30-39.

https://doi.org/10.1109/te.2021.3085878

Chounta, I., Bardone, E., Raudsep, A., & Pedaste, M. (2021). Exploring

teachers’ perceptions of artificial intelligence as a tool to support

their practice in estonian k-12 education. International Journal

of Artificial Intelligence in Education, 32(3), 725-755.

https://doi.org/10.1007/s40593-021-00243-5

Clark, D. (2020). Artificial Intelligence for Learning

https://www.koganpage.com/hr-learning-development/artificial

-intelligence-for-learning-9781789660814

Clark. K. (2018). Learning theories: constructivism. Radiologic Technology,

90(2), 180-182.

https://www.radiologictechnology.org/content/90/2/180.extra

ct
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views

it. https://philpapers.org/rec/COLPRA-5

Cope, B., Kalantzis, M., & Searsmith, D. (2020). Artificial intelligence for

education: knowledge and its assessment in ai-enabled learning

ecologies. Educational Philosophy and Theory, 53(12), 1229-

1245. https://doi.org/10.1080/00131857.2020.1728732

COVID‐19 Pandemic. Human Behavior and Emerging Technologies.

http://doi.org/10.1002/hbe2.218

Cuomo, S.., Cola, Vincenzo Schiano Di., Giampaolo, F.., Rozza, G.., Raissi,

Maizar., & Piccialli, F.. (2022). Scientific Machine Learning

Through Physics–Informed Neural Networks: Where we are and

What’s Next. Journal of Scientific Computing, 92 .

http://doi.org/10.1007/s10915-022-01939-z

Dave, Tirth., Athaluri, Sai Anirudh., & Singh, Satyam. (2023). ChatGPT in

medicine: an overview of its applications, advantages,

limitations, future prospects, and ethical considerations.

Frontiers in Artificial Intelligence, 6 .

http://doi.org/10.3389/frai.2023.1169595

Earley, Mark A.. (2014). A synthesis of the literature on research methods

education. Teaching in Higher Education, 19 , 242 – 253 .

http://doi.org/10.1080/13562517.2013.860105

Finnegan, M., & Ginty, C. (2019). Moodle and social constructivism: is

Moodle being used as constructed? A case study analysis of

 Moodle use in teaching and learning in an Irish higher

educational institute. AISHE-I: The All Ireland Journal of

Teaching & Learning in Higher Education, 11(1),1-21.

https://ojs.aishe.org/index.php/aishe-j/article/download/361/

641/1826

Goh, P.., & Sandars, J.. (2020). A vision of the use of technology in medical

education after the COVID-19 pandemic. MedEdPublish, 9.

http://doi.org/10.15694/mep.2020.000049.1

Gray, C., & Perkins, D. (2019, April 1). Utilizing early engagement and

machine learning to predict student outcomes. Computers &

Education. https://doi.org/10.1016/j.compedu.2018.12.006

Greenhow, C., & Lewin, C. (2016). Social media and education:

reconceptualizing the boundaries of formal and informal

learning. Learning, Media and Technology, 41(1), 30-6.

http://doi.org/10.1080/17439884.2015.1064954

Greenhow, Christine., & Askari, Emilia. (2015). Learning and teaching with

social network sites: A decade of research in K-12 related

education. Education and Information Technologies, 22 , 623 –

645 . http://doi.org/10.1007/s10639-015-9446-9

Holstein, K., McLaren, B. M., & Aleven, V. (2019, July 22). Co-Designing a

Real-Time Classroom Orchestration Tool to Support Teacher–AI

Complementarity. Journal of Learning Analytics.

https://doi.org/10.18608/jla.2019.62.3
Hossain, Eklas., Khan, Imtiaj., Un-Noor, Fuad., Sikander, Sarder Shazali., &

Sunny, M. S. H.. (2019). Application of Big Data and Machine

Learning in Smart Grid, and Associated Security Concerns: A

Review.IEEE Access, 7 , 13960-13988 .

http://doi.org/10.1109/ACCESS.2019.2894819

Hossain, M. S.., Muhammad, G.., & Guizani, Nadra. (2020). Explainable AI

and Mass Surveillance System-Based Healthcare Framework to

Combat COVID-I9 Like Pandemics. IEEE Network , 34 , 126-

132 . http://doi.org/10.1109/MNET.011.200045

Hubbard, Philip. (2013). CALL and the Future of Language Teacher

Education. CALICO Journal.

http://doi.org/10.1558/CJ.V25I2.175-188

Hussain, M., Zhu, W., Zhang, W., & Abidi, S. M. R. (2018, October 2).

Student Engagement Predictions in an e-Learning System and

Their Impact on Student Course Assessment Scores.

Computational Intelligence and Neuroscience.

https://doi.org/10.1155/2018/6347186

Kassens-Noor, E.. (2012). Twitter as a teaching practice to enhance active

and informal learning in higher education: The case of

sustainable tweets. Active Learning in Higher Education, 13 , 21

– 9 . http://doi.org/10.1177/1469787411429190

Khan, R.., Jawaid, Masood., Khan, Aymen Rehan., & Sajjad, M.. (2023).

ChatGPT – Reshaping medical education and clinical

 management. Pakistan Journal of Medical Sciences, 39 , 605 –

607 . http://doi.org/10.12669/pjms.39.2.7653

Kim, Yelin., Soyata, Tolga., & Behnagh, Reza Feyzi. (2018). Towards

Emotionally Aware AI Smart Classroom: Current Issues and

Directions for Engineering and Education. IEEE Journals &

Magazine | IEEE Xplore.

https://ieeexplore.ieee.org/document/8253436

Kivunja, C. (2014). Do You Want Your Students To Be Job-Ready With 21st-

Century Skills? Change Pedagogies: A Pedagogical Paradigm

Shift From Vygotskyian Social Constructivism To Critical

Thinking, Problem Solving And Siemens’ Digital Connectivism.

The International Journal of Higher Education, 3(3), 81-91.

http://doi.org/10.5430/IJHE.V3N3P81

Klapproth, Florian., Federkeil, Lisa., Heinschke, Franziska., & Jungmann,

T.. (2020). Teachers experiences of stress and their coping

strategies during COVID – 19 induced distance teaching.

Journal of Pedagogical Research.

http://doi.org/10.33902/jpr.2020062805

Kuleto, V., Ilic, M., ManeaTonis, R., Živanović, Z., & Păun, D. (2022). K-12

modern schools in serbia: exploratory research regarding

teachers genuine knowledge and perception of ai-based

opportunities and challenges in education. Journal of Economic

 Development Environment and People, 11(2), 5-15.

https://doi.org/10.26458/jedep.v11i2.762

Kumar, Yogesh., Koul, Apeksha., Singla, Ruchika., & Ijaz, M.. (2022).

Artificial intelligence in disease diagnosis: a systematic

literature review, synthesizing framework and future research

agenda. Journal of Ambient Intelligence and Humanized

Computing, 14 , 8459 - 8486 . http://doi.org/10.1007/s12652-

021-03612-z

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence

Unleashed An Argument for AI in Education. Pearson

Education. https://www.scirp.org/reference/referencespapers?

referenceid=3391328

Maatuk, Abdelsalam M.., Elberkawi, Ebitisam K.., Aljawarneh, Shadi A..,

Rashaideh, Hasan., & Alharbi, H.. (2021). The COVID-19

pandemic and E-learning: challenges and opportunities from

the perspective of students and instructors. Journal of

Computing in Higher Education, 34, 21 – 38 .

http://doi.org/10.1007/s12528-021-09274-2

Maatuk, Abdelsalam M.., Elberkawi, Ebitisam K.., Aljawarneh, Shadi A..,

Rashaideh, Hasan., & Alharbi, H.. (2021). The COVID-19

pandemic and E-learning: challenges and opportunities from

the perspective of students and instructors. Journal of

 Computing in Higher Education, 34, 21 – 38 .

http://doi.org/10.1007/s12528-021-09274-2

Mahmood, S.. (2020). Instructional Strategies for Online Teaching in

Martínez-Maldonado, Roberto., Hoppe, H. U.., & Boulay, John Benedict du.

(2023). Artificial Intelligence in Education. , 1-16 .

http://doi.org/10.1007/978-1-4419-1428-6_3197

Martínez-Maldonado, Roberto., Hoppe, H. U.., & Boulay, John Benedict du.

(2023). Artificial Intelligence in Education. , 1-16 .

http://doi.org/10.1007/978-1-4419-1428-6_3197

McCracken, G. (1989, December 1). Who is the Celebrity Endorser? Cultural

Foundations of the Endorsement Process. Journal of Consumer

Research. https://doi.org/10.1086/209217

Mcleod, S. (2024, February 1). Constructivism as a Theory for Teaching and

Learning. Simply Psychology.

https://www.simplypsychology.org/constructivism.html

McLeod., K. (2014). Orientating to Assembling: Qualitative Inquiry for More-

Than-Human Worlds. International Journal of Qualitative

Methods, 13(1), 377-394.

https://doi.org/10.1177/160940691401300120

Miles, S.., Swift, L.., & Leinster, S.. (2012). The Dundee Ready Education

Environment Measure (DREEM): A review of its adoption and

 use. Medical Teacher, 34, e620 – e634 .

http://doi.org/10.3109/0142159X.2012.668625

Moriña, Anabel. (2017). Inclusive education in higher education: challenges

and opportunities. European Journal of Special Needs

Education, 32, 17 – 3.

http://doi.org/10.1080/08856257.2016.1254964

Moustakas C. (1994). Phenomenological Research Methods. Thousand Oaks,

CA: Sage. https://psycnet.apa.org/record/1996-97117-000

Munoko, Ivy., Brown-Liburd, Helen L.., & Vasarhelyi, M.. (2020). The Ethical

Implications of Using Artificial Intelligence in Auditing. Journal

of Business Ethics, 167, 209 – 234.

http://doi.org/10.1007/s10551-019-04407-1

Nazaretsky, T., Cukurova, M., & Alexandron, G. (2022). An instrument for

measuring teachers’ trust in ai-based educational technology.

https://doi.org/10.1145/3506860.3506866

Oleson, Amanda K.., & Hora, Matthew T.. (2014). Teaching the way they

were taught? Revisiting the sources of teaching knowledge and

the role of prior experience in shaping faculty teaching

practices. Higher Education, 68, 29-45.

http://doi.org/10.1007/S10734-013-9678-9

Patel, B.., Rosenberg, Louis B.., Willcox, G.., Baltaxe, David., Lyons, Mimi.,

Irvin, J.., Rajpurkar, Pranav., Amrhein, T.., Gupta, Rajan.,

Halabi, S.., Langlotz, C.., Lo, Edward., Mammarappallil, J..,

 Mariano, A. J.., Riley, Geoffrey., Seekins, J.., Shen, Luyao.,

Zucker, Evan., & Lungren, M.. (2019). Human–machine

partnership with artificial intelligence for chest radiograph

diagnosis. NPJ Digital Medicine, 2.

http://doi.org/10.1038/s41746-019-0189-7

Paudel, Pitambar. (2020). Online Education: Benefits, Challenges and

Strategies During and After COVID-19 in Higher Education.

International Journal on Studies in Education.

http://doi.org/10.46328/ijonse.32

Piaget, J. (1994). The equilibrium of cognitive structures: The central

problem of intellectual development. The University of Chicago

Press. https://doi.org/10.1086/443876

Polak, S., Schiavo, G., & Zancanaro, M. (2022). Teachers’ perspective on

artificial intelligence education: an initial investigation.

https://doi.org/10.1145/3491101.3519866

Popenici, S., & Kerr, S. (2017, November 23). Exploring the impact of

artificial intelligence on teaching and learning in higher

education. Research and Practice in Technology Enhanced

Learning. https://doi.org/10.1186/s41039-017-0062-8

Publishers, Netherlands Wageningen Academic. (2014). Student Attitudes

Towards and Skills for Sustainable Development. Journal of

Education for Sustainable Development, 8, 85 – 85.

https://www.semanticscholar.org/paper/Student-Attitudes-
 Towards-and-Skills-for-Publishers/

99e346faca96283e264d5916ef0117146e1024b2

Puntoni, S.., Reczek, R. W.., Giesler, M.., & Botti, Simona. (2020).

Consumers and Artificial Intelligence: An Experiential

Perspective. Journal of Marketing, 85, 131 – 151.

http://doi.org/10.1177/0022242920953847

Qadir, J. (2023). Engineering Education in the Era of ChatGPT: Promise and

Pitfalls of Generative AI for Education. 2023 IEEE Global

Engineering Education Conference (EDUCON), 1–9.

https://doi.org/10.1109/educon54358.2023.10125121

Radu, Iulian. (2014). Augmented reality in education: a meta-review and

cross-media analysis. Personal and Ubiquitous Computing, 18,

1533 – 1543. http://doi.org/10.1007/s00779-013-0747-y

Rai, A. (2019, December 17). Explainable AI: from black box to glass box.

Journal of the Academy of Marketing Science.

https://doi.org/10.1007/s11747-019-00710-5

Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to

understanding and promoting dialogue-rich networked learning.

International Review of Research in Open and Distance

Learning, 12(3), 139-160.

https://files.eric.ed.gov/fulltext/EJ920747.pdf

Repenning, A.., Webb, David C.., & Ioannidou, Andri. (2010). Scalable game

design and the development of a checklist for getting

 computational thinking into public schools., 265-269.

http://doi.org/10.1145/1734263.1734357

Rhema, A., & Miliszewska, I. (2014). Analysis of Student Attitudes towards

E-learning: The Case of Engineering Students in Libya. Issues

in Informing Science and Information Technology, 11, 169–190.

https://doi.org/10.28945/1987

Roll, I., & Wylie, R. (2016, February 22). Evolution and Revolution in

Artificial Intelligence in Education. International Journal of

Artificial Intelligence in Education.

https://doi.org/10.1007/s40593-016-0110-3

Sallam, Malik. (2023). ChatGPT Utility in Healthcare Education, Research,

and Practice: Systematic Review on the Promising Perspectives

and Valid Concerns. Healthcare, 11.

http://doi.org/10.3390/healthcare11060887

Schultze-Krumbholz, A., Schultze, M., Zagorscak, P., Wölfer, R., &

Scheithauer, H. (2015, September 9). Feeling cybervictims’ pain-

The effect of empathy training on cyberbullying. Aggressive

Behavior. https://doi.org/10.1002/ab.21613

Siemens, G. (2004). Connectivism: A learning theory for the digital age.

International Journal of Instructional Technology and Distance

Learning, 2(1), 3-10.

Sruthi, P., & Mukherjee, S. (2020). Byju’s the learning app: An investigative

study on the transformation from traditional learning to

 technology based personalized learning. International Journal of

Scientific & Technology Research, 9(3), 5054-5059.

http://www.ijstr.org/final-print/mar2020/Byjus-The-Learning-

App-An-Investigative- Study-On-The-Transformation-From-

Traditional-Learning-To-Technology-Based- Personalized-

Learning.pdf

Stolz, S. A. (2020). Phenomenology and phenomenography in educational

research: A critique. https://philpapers.org/rec/STOPAP-15

Sun, Qing., Zhang, Min., & Mujumdar, A.. (2019). Recent developments of

artificial intelligence in drying of fresh food: A review. Critical

Reviews in Food Science and Nutrition, 59, 2258 – 2275.

http://doi.org/10.1080/10408398.2018.1446900

Swiecki, Z., Ruis, A. R., Gautam, D., Rus, V., & Shaffer, D. W. (2019, August

4). Understanding when students are active‐in‐thinking through

modeling‐in‐context. British Journal of Educational Technology.

https://doi.org/10.1111/bjet.12869

Tkachenko, E. N. (2023, June 30). Artificial intelligence, opportunities and

limitations of its use in education. Путеводитель

Предпринимателя. https://doi.org/10.24182/2073-9885-

2023-16-3-57-62

Unger, S., & Meiran, W. (2020). Student Attitudes Towards Online

Education during the COVID-19 Viral Outbreak of 2020:

Distance Learning in a Time of Social Distance. International

 Journal of Technology in Education and Science, 4(4), 256–266.

https://doi.org/10.46328/ijtes.v4i4.107

What is constructivism? (2020, May 27). Western Governors University.

https://www.wgu.edu/blog/what-constructivism2005.html

Woottipong, K. (2014). Effect of Using Video Materials in the Teaching of

Listening Skills for University Students. International Journal of

Linguistics, 6(4), 200. https://doi.org/10.5296/ijl.v6i4.5870

Zawacki-Richter, Olaf., Marín, Victoria I.., Bond, Melissa., & Gouverneur,

Franziska. (2019). Systematic review of research on artificial

intelligence applications in higher education – where are the

educators?. International Journal of Educational Technology in

Higher Education, 16. http://doi.org/10.1186/s41239-019-

0171-0

Zhang, J., & Lin, H. (2018). The new developments of constructivism theory

and its reflection on college English teaching in the era of new

media—a case study of international textile trade English.

Theory & Practice in Language Studies, 8(6), 649-655.

https://doi.org/10.17507/tpls.0806.15

Zhao, X., Guo, Z., & Liu, S. (2021). Exploring key competencies and

professional development of music teachers in primary schools

in the era of artificial intelligence. Scientific Programming, 2021,

1-9. https://doi.org/10.1155/2021/5097003
Zulkarnain, N. N., & Yunus, M. M. (2023, May 23). Teachers’ Perceptions

and Continuance Usage Intention of Artificial Intelligence

Technology in Tesl. International Journal of Multidisciplinary

Research and Analysis. https://doi.org/10.47191/ijmra/v6-i5-

34\