Impact of Generative Artificial Intelligence on Teachers’ Motivation and Perception Regarding the Use of Podcasts in Education

Abstract

In order to assess motivation, as well as the obstacles, difficulties, and outcomes of the implemented experience, an experimental design with static groups was conducted to compare two groups of teachers trained in the creation of educational podcasts. One group was provided with generative artificial intelligence (AI) tools to complete the course assignments, while the other group did not have access to such tools. The research findings reveal some similarities between the two groups, particularly regarding the main barriers to podcast integration in their teaching practice, such as time constraints and the need for training in various areas. However, it is important to highlight that the teachers who received generative AI tools increased their intention to use podcasts in their classrooms and showed greater awareness of the importance of technological skills—over communicative or pedagogical ones—for the successful implementation of podcasts in educational settings.