Elementary Teachers' Perceptions on the Adoption of AI Digital Textbooks

Objectives The purpose of this study is to investigate and analyze elementary school teachers' perceptions, expectations, and concerns about AI digital textbooks. This will contribute to understanding the various perspectives teachers have on the introduction of AI digital textbooks and help develop practical support measures based on these insights. Methods This study employed a concurrent nested mixed method design to collect quantitative and qualitative data simultaneously. A survey was conducted to analyze the perceptions of 163 elementary school teachers regarding AI digital textbooks, and additional qualitative data was collected through open-ended questions. Results The study found that teachers expressed more concerns than positive expectations about AI digital textbooks overall. Concerns were particularly prominent in physical, ethical, and social aspects, with teachers worried about issues such as deteriorating eyesight, personal information leakage, and widening digital divide. On the other hand, they had positive expectations regarding technological convenience, administrative efficiency, and the possibility of personalized education. Conclusions The conclusions of the study are as follows. First, effective measures are needed to reduce the administrative and technological burden associated with AI digital textbooks. Second, long-term tracking studies and investigations are necessary to assess the physical impact of AI digital textbooks. Long-term impact assessment studies are needed to closely examine and evaluate the effects of AI digital textbook introduction and use on students' physical health. Third, strong security policies are required to address ethical issues such as personal information leakage, cheating, and plagiarism. Fourth, AI digital textbooks should incorporate teachers' expectations in their development to become teaching tools that teachers voluntarily want to use. Additionally, the study emphasizes participatory design by teachers and discusses their role as active policy shapers rather than passive policy implementers.