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Description
This paper aims to explore primary school teachers’ attitudes toward utilizing Wayground, an AI-based educational platform, to create assessments for their classrooms. Specifically, the research focuses on teachers’ perceptions of the platform’s usefulness, benefits, and challenges in designing classroom assessments. With Wayground, teachers can create quizzes, adjust test materials, and provide feedback on results immediately. In addition, the platform’s AI capabilities may assist teachers in creating and modifying assessment content.
To achieve the research objectives, an exploratory research design and a mixed research methodology are used in this study. The research is conducted in two phases, beginning with a quantitative phase followed by a qualitative phase. The quantitative data is a survey on the frequency of Wayground use before and after training, conducted through a questionnaire. Specifically, the survey assesses the effectiveness of assessments for their classrooms before and after integrating and applying the Wayground platform in the classroom context from the perspective of primary school teachers. In the qualitative research phase, in-depth interviews are conducted to clarify the views and attitudes of primary school teachers regarding the application of Wayground in teaching.
The findings of this study propose to contribute to both theory and practice. Theoretically, the study may enrich the existing literature on AI-assisted assessment and teachers’ adoption of educational technology by providing empirical evidence from the primary education context. Practically, the findings are expected to offer recommendations for teachers, school leaders, and policymakers on the effective integration of Wayground into assessment design. The development of teacher professional development programs and support the implementation of AI-assisted assessment practices may be informed in primary education.
Keywords: primary teacher, attitudes, AI-embedded Wayground, AI-assisted assessment design
