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Understanding Human-AI Trust in Education

Created by
  • Haebom

Author

Griffin Pitts, Sanaz Motamedi

Outline

This paper studies how students form trust in AI chatbots as the use of AI chatbots increases in educational environments. It points out that existing human-to-human trust models and technology trust models do not sufficiently reflect the personified characteristics of AI chatbots, and analyzes the effects of human-like trust and system-like trust on students’ enjoyment, trust intention, usage intention, and perception of usefulness of AI chatbots using partial least squares structural equation modeling (PLS-SEM). The results show that both types of trust significantly affect students’ perceptions, but human-like trust has a greater effect on trust intention, and system-like trust has a greater effect on usage intention and perception of usefulness. Both types of trust have a similar effect on enjoyment perception. Based on this, we propose a new theoretical framework that students form a unique form of human-AI trust that is different from existing human-human or human-technology trust models.

Takeaways, Limitations

Takeaways:
Provides new insight into the process by which students build trust in AI chatbots.
It highlights the need for a new theoretical framework for human-AI trust.
Provides practical insights for the effective use of AI chatbots in educational environments.
By revealing the differential impact of human-like trust and system-like trust, we provide directions for designing AI chatbots and establishing educational utilization strategies.
Limitations:
The research subject may be limited to a specific AI chatbot.
The fact that a new theoretical framework for human-AI trust has not been specifically presented.
The nature of PLS-SEM analysis makes it difficult to draw clear conclusions about causal relationships.
The need for research targeting students of different ages and backgrounds.
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