Résumé: How educators view and intend to use emerging education technology in schools and homes is fundamentally shaped by social-psychological and contextual factors. Most research on Artificial Intelligence in education (AIED) has focused on technological improvements (e.g., creating adaptive or personalized systems, creating more accurate and fair algorithms) (Zawacki-Richter et al., 2019). In contrast, studies of why real-world implementations of education technologies have failed emphasize the role of social, psychological, and cultural issues (Ames, 2019; Cuban, 2009; Reich, 2020). This calls for more research of education technology from a psychological perspective to understand what factors shape the way educators perceive, trust, and use education technology in teaching practice. These new theoretical insights hold promise for advancing the design and implementation of AIED interventions in the field to encourage their adoption and effective use to ultimately improve learning outcomes, academic attainment, and educational equity (Buckingham Shum, Ferguson, & Martinez-Maldonado, 2019).

Langue: Anglais