Awareness, acceptance, and adoption of Gen-AI by K-12 mathematics teachers: an empirical study integrating TAM and TPB.

In the 21st century, the variety of instructional media for mathematics has significantly diversified. Generative AI (Gen-AI) is one technology that K-12 teachers can utilize for teaching mathematics. However, as a new instructional medium, Gen-AI presents its own set of usage challenges. Research into the factors influencing mathematics teachers' usage behavior of Gen-AI is crucial. This study integrates the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB), incorporating a factor of AI awareness to explore the determinants of teachers' usage behavior in employing Gen-AI for mathematics instruction. Data from 230 mathematics teachers who agreed to participate were analyzed using the partial least squares structural equation modeling (PLS-SEM) approach. The results indicate that teachers' attitudes toward Gen-AI, subjective norms, and perceived behavioral control (PBC) have a direct effect on mathematics teachers' usage behavior. AI awareness was found to directly affect perceived usefulness (PU), perceived ease of use (PEOU), and attitudes, and it also has an indirect effect on mathematics teachers' usage behavior. This research provides new insights into enhancing the adoption of Gen-AI as an instructional medium by improving mathematics teachers' attitudes toward Gen-AI, with AI awareness playing a pivotal role in this enhancement.