A Confirmatory Model of an Artificial Intelligence-Supported Learning Environment Influence Toward Learning Outcome of Teachers Professional Students

Abstract

This quantitative research was aimed to 1) study the level of artificial intelligence-supported learning environment and learning outcome of the teachers’ professional students, 2) confirm the measurement for model of artificial intelligence-supported learning environment and learning outcome of the teachers’ professional students, and 3) confirm the model of artificial intelligence-supported learning environment and learning outcome of the teachers’ professional students. The 528 samples of this research were the teachers’ professional students in the area of Bangkok and perimeters, derived from multi-stage sampling. The research instrument was structured questionnaire qualified by index of the item objective congruence and reliable for the data collection. Data for descriptive statistics was analyzed by frequency, percentage, mean, standard deviation, skewness and kurtosis. The data for inferential statistics was analyzed by confirmatory factor analysis, and Covariance-based structure equation modeling analysis. The research findings revealed that; Mostly samples were female, studying in the 4th year, age average was 20, majored in primary education program.

The research findings showed that (1) The opinion of teachers’ professional students toward the artificial intelligence-supported learning environment was at the level of “much” whereas the opinion on learning outcome was at the level of “most” that reflected the benefit of the students who used this model. (2) The model measurement of all variable was harmonized to the empirical data (Chi-square/df ≤ 5.00, SRMR ≤ 0.05, RMSEA ≤ 0.08, CFI ≥ 0.90, IFI ≥ 0.90, and TLI ≥ 0.90) which indicated the observed variables can described the relation with latent variable appropriately. (3) The confirmatory model of artificial intelligence- supported learning environment was harmonized to the empirical data (Chi-square/df ≤ 5.00, SRMR ≤ 0.05, RMSEA ≤ 0.08, CFI ≥ 0.90, IFI ≥ 0.90, and TLI ≥ 0.90) and found the disruptive digital learning environment and the platform of artificial intelligence blended had directly affected the learning outcome. Moreover, the research also found that the artificial intelligence platform acted as parallel mediator by influencing indirectly from disruptive digital learning environment to learning outcome. The research finding showed the application of artificial intelligence was able to enhance the learning effective for the teachers’ professional students.