Applications of artificial intelligence in decision support systems: a case study in primary education

Abstract

The present study delves into the complex terrain of integrating artificial intelligence (AI) in primary education, emphasizing its consequences on teaching approaches, administrative efficiency, and academic achievements in Greece. Using a thorough mixed-methods approach, the study combines in-depth analysis with cross-tabulation and chi-square testing with quantitative data collecting through a carefully crafted survey questionnaire. The main objective is to give educators a comprehensive understanding of their views, difficulties, and experiences with AI integration. This will help to influence methods for successful deployment and optimize AI's potential benefits in educational contexts. The creation of a structured survey questionnaire designed to capture various aspects of AI integration in elementary school is the first step in the research process. The questionnaire covers a wide range of topics, including demographics, degrees of technological integration, views of artificial intelligence, ethical issues, and institutional support, all while carefully taking methodological best practices into account. Distributed electronically to primary educators across Greece, the questionnaire solicits responses from sixty participants, reflecting a diverse demographic profile characterized by predominantly female representation, varied age ranges, and extensive teaching experience. Analysis of the survey data reveals several noteworthy findings. First of all, teachers demonstrate a moderate to high degree of technology integration, demonstrating a willingness to use technology in the classroom. While respondents' perceptions of AI differ, a sizable portion acknowledge its potential to improve student results and teaching techniques. The relationship between technological competency and AI adoption is further highlighted by the significant connections that are found between the levels of technology integration and educators' ideas about the impact of AI on student results, their judgments of its utility, and their confidence in using AI. The degree of technology integration is also influenced by institutional factors, such as the kind of school and the expertise of the teachers, underscoring the critical role that institutional support and focused training programs play in promoting AI integration. Most educators believe that during the next five to ten years, the use of technology, especially AI, in education will only increase, despite adoption obstacles and perceived barriers...