ScholarWorks@숙명여자대학교

초록

This study examines the impact of teachers’ perceptions of AI-based teaching and learning platforms on their intention to use the technology. Hi-Learning, an AI platform developed by the Gyeonggi Provincial Office of Education, was selected as the case for analysis, and the Technology Readiness and Acceptance Model (TRAM) was employed as the theoretical framework. Survey data were collected from teachers in Gyeonggi Province, and structural equation modeling was applied to investigate the relationships among technology readiness, perceived ease of use, perceived usefulness, and intention to use. Perceived ease of use and usefulness were distinguished across three stages of the teaching–learning process: design, implementation, and evaluation. The results indicate that teachers’ technology readiness influences their intention to use AI platforms indirectly, mainly through perceived ease of use rather than perceived usefulness. This effect was particularly salient in the design and evaluation stages. In the implementation stage, ease of use and usefulness were less differentiated, but technology readiness continued to affect intention indirectly through teachers’ perceptions. These findings suggest practical implications for supporting teachers’ effective use of AI platforms across different stages of the teaching–learning process.

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