Factors influencing pre-service special education teachers' intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness.
- DOI
- 10.1016/j.heliyon.2024.e34894
- Published
- 2024 Jul 30
- Container
- Heliyon
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
serious concern Score 10/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
Show all credibility signals
- cautionDOI registered: No matching Crossref record was present in this response.
- cautionDOI resolves: No matching Crossref record was present in this response.
- not scoredDirectory of Open Access Journals: No matching DOAJ record was present in this response. No allow-list match; this is not evidence of low credibility.
- not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made.
- not scoredOpenAlex core source: Not checked or no result supplied; no credibility inference made.
- not scoredKnown publisher allow-list: Not checked or no result supplied; no credibility inference made.
- not scoredROR affiliation: Not checked or no result supplied; no credibility inference made.
- serious concernRetraction Watch retraction: 1 retraction notice matched this DOI.
- not scoredRetraction Watch expression of concern: No expression of concern notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch correction: No correction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch reinstatement: No reinstatement notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- supportingOpen access status: Normalized open-access status: open.
- not scoredPublication license: Not checked or no result supplied; no credibility inference made.
- not scoredPublication version: A publication version was supplied but is not scored.
- cautionMetadata completeness: 5 of 6 scored descriptive metadata groups are present; missing fields increase uncertainty.
Cite this work
BibTeX
@article{allodium:10.1016/j.heliyon.2024.e34894,
title = {Factors influencing pre-service special education teachers' intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness.},
author = {Yao N and Wang Q},
year = {2024},
journal = {Heliyon},
doi = {10.1016/j.heliyon.2024.e34894},
url = {https://doi.org/10.1016/j.heliyon.2024.e34894}
}RIS
TY - JOUR TI - Factors influencing pre-service special education teachers' intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness. AU - Yao N AU - Wang Q PY - 2024 JO - Heliyon DO - 10.1016/j.heliyon.2024.e34894 UR - https://doi.org/10.1016/j.heliyon.2024.e34894 ER -
APA
N, Y., & Q, W. (2024). Factors influencing pre-service special education teachers' intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness.. Heliyon. https://doi.org/10.1016/j.heliyon.2024.e34894
Source records
- pubmed · retrieved 2026-09-25T14:45:36.909Z