An Empirical Study on the Integration of Information-based Education and Artificial Intelligence Driven by AI-TPACK Model

Abstract

Based on the TPACK theoretical framework, an AI-TPACK model integrating the dimensions of artificial intelligence is constructed, clearly defining the three core dimensions of knowledge and skills, attitude and values, and continuous learning, as well as 12 secondary indicators. Taking teachers from primary and secondary schools and higher vocational colleges as the research subjects, data were collected through questionnaire surveys. Stata and AMOS were used for reliability and validity tests, difference analysis, correlation analysis and regression analysis. The results show that the overall AI-TPACK literacy of teachers is at an above-average level (average 3.72), among which the score of the attitude and values dimension is the highest (3.91), and the score of the knowledge and skills dimension is the lowest (3.48). The AI-TPACK literacy of teachers with 10 to 15 years of teaching experience is significantly higher than that of other groups. Teachers of science and engineering perform better than those of liberal arts in the dimension of technology integration. Technical self-efficacy (β=0.328, p<0.001) and AI trust (β=0.215, p<0.001) have significant positive predictive effects on AI-TPACK literacy. The research reveals the key influencing factors of teachers' qualities in the integration of artificial intelligence and information-based education, providing empirical support for the construction of a hierarchical teacher training system.