Teachers who believe AI use will contribute to their professional success and identity (attainment value) may be more motivated to use it (theoretical argument).¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The paper argues that when teachers believe AI technologies will significantly contribute to their professional success and identity, they may be more motivated to use them. → Yurt 2024

Evidence¶

Yurt 2024¶

Yurt, E. (2024). Theoretical Examination of Teachers' Motivations for Using Artificial Intelligence Applications in Education: Expectancy-Value Theory Perspective. In M. S. Ozturk, A. Kaban, & M. Unal (Eds.), Proceedings of ICSES 2024-- International Conference on Studies in Education and Social Sciences (pp. 149-158), Istanbul, Turkiye. ISTES. https://eric.ed.gov/?id=ED673212

q1 · i? · theoretical · r2

Theoretical argument in the attainment value section, with no new data: attainment value is tied to teachers' professional identities, and "they may be more motivated to use these technologies" when AI is seen as contributing to professional success.

"Attainment value is directly related to teachers' professional identities, personal goals, and professional development. When teachers believe that using AI technologies will significantly contribute to their professional success and identity, they may be more motivated to use these technologies."

Discussion¶

Related Claims¶

• Teacher Utility Value Increases Motivation To Use Ai
• Instruction should present the learning task as engaging and meaningful and promote positive expectations of success, because effort requires that learners value the task and believe they can succeed — related
• Teachers who find using AI enjoyable, engaging and satisfying (intrinsic/interest value) may be more motivated to use it (theoretical argument). — related
• Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — related
• Teachers who perceive the challenges and barriers of using AI as high (cost) may be less motivated to use it (theoretical argument). — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Teachers' subjective task values for TSRs—intrinsic, attainment, utility, and cost—shape their motivation to build relationships — related