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These tools support the efficient creation of multimedia content and reduce teachers' technical workload.<\/jats:p><\/jats:sec><jats:sec><jats:title>Objectives<\/jats:title><jats:p>This study investigates the relationships among factors influencing teachers' acceptance of AI\u2010assisted tools for creating AEVs, based on the technology acceptance model (TAM).<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A mixed\u2010methods approach was employed, combining quantitative analysis using the AI Technology Acceptance Scale (AITAS) based on the TAM and qualitative insights from thematic analysis of open\u2010ended responses from 1569 teachers. Structural equation modelling was applied for the quantitative analysis, confirmed an excellent model fit (CFI\u2009=\u20090.97, GFI\u2009=\u20090.95, RMSEA\u2009=\u20090.06, SRMR\u2009=\u20090.03). Sentiment analysis further supported the qualitative findings.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results and Conclusions<\/jats:title><jats:p>The results show that perceived usefulness and ease of use significantly influence teachers' attitudes towards adopting AI tools for AEV production. These tools improve content quality and student engagement. While 77.44% of teachers expressed positive attitudes toward using AI, technical challenges were also reported, particularly in relation to limited skills, inadequate hardware, and poor internet connectivity. These issues were more prevalent in less\u2010resourced areas. To support successful integration, it is essential to provide targeted training and ensure broader access to AI tools.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jcal.70083","type":"journal-article","created":{"date-parts":[[2025,6,17]],"date-time":"2025-06-17T01:43:54Z","timestamp":1750124634000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Exploring Factors Influencing Teachers' Acceptance of <scp>AI<\/scp> Tools for Creating Animated Educational Videos With Pedagogical Agents"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1267-9850","authenticated-orcid":false,"given":"Sivakorn","family":"Malakul","sequence":"first","affiliation":[{"name":"Institute for the Promotion of Teaching Science and Technology  Bangkok Thailand"},{"name":"Faculty of Education Chulalongkorn University  Bangkok Thailand"}]}],"member":"311","published-online":{"date-parts":[[2025,6,16]]},"reference":[{"key":"e_1_2_14_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s13198\u2010021\u201001594\u2010x"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.1609\/aaai.v38i21.30373"},{"key":"e_1_2_14_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010022\u201011286\u2010z"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20100663.94.2.416"},{"key":"e_1_2_14_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010025\u201013328\u20108"},{"key":"e_1_2_14_7_1","doi-asserted-by":"publisher","DOI":"10.1186\/s41239\u2010025\u201000506\u20104"},{"key":"e_1_2_14_8_1","doi-asserted-by":"publisher","DOI":"10.22937\/IJCSNS.2022.22.3.40"},{"key":"e_1_2_14_9_1","doi-asserted-by":"publisher","DOI":"10.51983\/ajcst\u20102019.8.s2.2037"},{"key":"e_1_2_14_10_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_14_11_1","doi-asserted-by":"publisher","DOI":"10.1037\/13620-004"},{"key":"e_1_2_14_12_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.20\u201006\u20100120"},{"key":"e_1_2_14_13_1","first-page":"113","volume-title":"Proceedings Computer Animation 2001","author":"Cavazza M.","year":"2001"},{"key":"e_1_2_14_14_1","doi-asserted-by":"crossref","unstructured":"Chen L. 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