Table 5 Summary of the students’ and instructors’ perceptions of AI systems in online learning
From: The impact of artificial intelligence on learner–instructor interaction in online learning
Factor of learner–instructor interaction | The impact of AI systems | Students’ perceptions | Instructors’ perceptions |
|---|---|---|---|
Communication | Quantity & Quality | ( +) Students believe that the anonymity afforded by AI would make them less self-conscious and, as a result, allow them to ask more questions | ( +) Instructors believe that AI could help answer simple, repetitive questions, which would allow them to focus on more meaningful communication with students |
Responsibility | ( −) Students worry that AI could give unreliable answers and negatively impact their grades | ( −) Instructors predicted conflicts between students and the instructor due to AI-based misunderstandings or misleadingness | |
Support | Just-in-time support | ( +) Students believe that AI would support personalized learning experiences, particularly with studying and group projects | ( +) Instructors believe AI could be effectively leveraged to help students receive just-in-time personalized support |
Agency | ( −) Students perceived that canned and standardized support from AI might have a negative influence on their ability to learn effectively | ( −) Instructors are wary of the fact that too much support from AI could take away students' opportunities for exploration and discovery | |
Presence | Connection | ( +) Students believe that AI can address privacy concerns and support learner–instructor connections by providing social interaction cues without personal camera information | ( +) Instructors believe that the addition of AI would help them become more aware of students’ needs |
Surveillance | ( −) Students are uncomfortable with the measurement of their unconscious behavior, such as eye tracking or facial expression analysis, because it feels like surveillance | ( −) Instructors were negative about relying on AI interpretation to understand students’ social interaction cues |