Limitations of using AIGC in pre-service STEM teacher education: A perspective on potential psychological stress

With the rapid development of AIGC (Artificial Intelligence Generated
Content) and its expanding role and scope in education and
teaching. This study conducted a survey among 394 pre-service
STEM teachers enrolled at a university located in Zhejiang Province. Data
were collected and a structural model was constructed to examine interplay
among psychological stress, anxiety self-efficacy, and learning burnout
resulting from the utilization of AIGC. The findings indicate
that pre-service STEM teachers may experience psychological stress when
applying AIGC, which could exacerbate their anxiety towards artificial
intelligence and potentially lead to academic
burnout. In order to effectively integrate AIGC
in the field of education and enhance the professional development of
pre-service teachers, the key lies in the dissemination of artificial
intelligence knowledge, enhancing pre-service teachers' understanding
of artificial intelligence, and encouraging them to appropriately utilize
AIGC as a learning auxiliary tool.