More frequent AI use is strongly associated with more positive AI perception scores across all dimensions, but not causally¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers who reported using AI more frequently tended to report more positive perception scores across all dimensions, especially in the total score and personal-experiences dimension; the relationship is an association, not a demonstrated directional effect. → Ciğercci FM and Uygun N 2026

Evidence¶

Ciğercci FM and Uygun N 2026¶

Ciğercci FM and Uygun N (2026). Evaluation of primary school teachers' use and perceptions of artificial intelligence in primary school mathematics instruction: a mixed-methods study. Front. Psychol. 17:1741116. https://doi.org/10.3389/fpsyg.2026.1741116

q2 · i? · associational · r2

One-way ANOVA by frequency of AI use in the quantitative phase (N = 302), described by the authors as the strongest pattern in the quantitative findings. The article explicitly states the relationship should not be interpreted causally.

"Teachers who reported using AI more frequently also tended to report more positive perception scores across all dimensions."

Discussion¶

Related Claims¶

• Earlier and mid-career teachers report more positive AI perceptions than teachers with 21 or more years of experience, except in personal experiences — related
• Prior AI-related training is associated with higher perception scores in the overall score and the willingness, attitudes, and personal-experiences dimensions — related
• Primary school teachers report moderately positive overall perceptions of AI in mathematics instruction, with willingness and attitudes higher than personal experience — related
• Positive and negative AI perceptions are strongly negatively co-related within individuals (τ = −0.819), refuting an ambivalent-attitude reading of aggregate frequencies — related