Machine Teachers in the Classroom

How Self-Efficacy Shapes Student Perceptions of Human-AI Collaboration in AI-Based Education

Bibliographic Data

ID21633242
AuthorsJihyun Kim (0000-0003-1514-0121, University of Central Florida, corresponding author), Stephanie Kelly (0000-0002-6874-5055, North Carolina Agricultural and Technical State University), Patric R Spence (0000-0002-1793-6871, University of Central Florida)
Year2025
Pages1-20
Publication date2025-09-04
Open AccessYes
TypeARTICLE
VenueCommunication Studies (JOURNAL)
Journal identifiersISSN: 1051-0974 • E-ISSN: 1745-1035
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10510974.2025.2544831
OpenAlexW4413987739
LanguageEN
Citations received2
References cited62

With the rapid advancement of artificial intelligence (AI), the educational landscape is evolving, increasingly integrating AI into classrooms. In response to this trend, the present study investigates how students perceive human-AI collaboration in AI-based education. Using an online experiment where undergraduate students in the U.S. watched to a lecture delivered by an AI instructor, data were collected to explore these dynamics. The findings reveal two primary insights. First, the impact of human-AI collaboration on students’ perceptions varies by their level of self-efficacy in learning. Students with high self-efficacy hold more favorable views toward an AI instructor and AI-based education, particularly when AI-based education is facilitated by human-AI collaboration. Second, the perceived credibility of the AI instructor plays a critical mediating role in fostering positive perceptions of AI-based education. These findings offer significant implications for both research and practical applications in AI in education

Mathematics education · Pedagogy · Perception · Self-efficacy · AI in Service Interactions · Ethics and Social Impacts of AI · Online Learning and Analytics · Psychology · Social Psychology

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