Using Artificial Intelligence Technology to Develop Office Technology Skills of Pre-Service Teachers: A Classroom Action Research

Abstract

This classroom action research aimed to investigate the effects of integrating Artificial Intelligence (AI) into teaching and learning on the development of office technology skills among undergraduate students, focusing on document preparation and presentation tasks. The study also examined students’ satisfaction and reflective thinking toward the use of AI. The study involved the entire population of twelve second-year undergraduate students majoring in Digital Technology for Education, Faculty of Education, Kasetsart University. The intervention was conducted over a four-week period, during which the students were assigned four tasks, comprising two document-based assignments and two presentation projects, to evaluate their office technology skills supported by AI. Research instruments included performance assessment rubrics, a satisfaction questionnaire, and reflective journals. Data were analyzed using mean, percentage, and standard deviation. The findings revealed that students’ skills in document preparation and presentation were at an excellent level (μ = 64.83, 81.04%). Student satisfaction was rated at a high to very high level across all dimensions, particularly in the development of document and presentation skills (μ = 4.92, σ = 0.29). Reflective results indicated that students recognized both the benefits and limitations of using AI, emphasizing the importance of effective prompting and ethical use of technology. In conclusion, the study confirms that integrating AI into teaching and learning enhances students’ office technology skills in documentation and presentation, increases work efficiency, and fosters high satisfaction and positive reflection. These insights are valuable for improving instructional practices and promoting the responsible use of technology to strengthen students’ learning performance in the future.