Are Teachers Addicted to AI? Analyzing Factors on Generative AI Through the I-PACE Model

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: Generative AI, Identity, and Cognitive Partnership

Abstract

The integration of generative artificial intelligence (AI) in education has revolutionized teaching but raised concerns about teachers' over-reliance and AI addiction. This study applies the I-PACE model to examine psychological and behavioral factors influencing teachers' dependence on generative AI, analyzing survey data from 1750 teachers. Results show cognitive absorption as the strongest predictor of AI addiction, while perceived usefulness, self-efficacy, and positive affect indirectly reinforce dependence. Mood regulation and need for cognition were insignificant, emphasizing functionality over emotional reliance. The findings extend the I-PACE model in educational contexts and provide insights for fostering responsible AI use, maintaining teachers’ professional autonomy.

Authors

• Mi Tang, Chinese University of Hong Kong

• Yiran Du, University of Cambridge