Longitudinal relationships between student ethical considerations, behavioral intention, and perceived knowledge in artificial intelligence education
Weipeng Shen·Yeung YAM·Irwin King·King Woon Yau·Helen Meng·Savio Wong·Thomas K.F. Chiu·Ching-Sing CHAI
Artificial intelligence (AI) has revolutionized various aspects of people’s lives, yet its misuse poses risks to society. When introducing AI into K-12 education, the concept of AI for social good (AISG) is crucial, as it orients students toward the ethical application of AI. Based partially on the Theory of Planned Behavior (TPB), this study explored how AISG, behavioral intention to learn AI (BIAI), and perceived knowledge of AI (AIPK) associate with one another over three years, utilizing a l