Unravelling AI-Anxiety: Exploring Perceptions and Adoption Dynamics among Students in Educational Settings
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2024-07-03
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en
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The integration of artificial intelligence (AI) in educational settings has brought forth the concerns among students on the phenomenon called AI-anxiety. The aim of this thesis is to uncover the roots, causes, implications and coping mechanisms of AI-anxiety. This research employs both interviews and netnography in a qualitative approach in an effort to establish how socio-cultural factors shape students’ perceptions and adoption of AI technologies.
The findings suggest that anxiety in relation to AI is highly likely to be shaped by cultural practices, peer pressure, and institutional frameworks. This means that students experience AI-anxiety because it raises concerns about academic dishonesty, data privacy and the loss of traditional education. The research divides students' reactions into three categories: full adoption, partial adoption, and full resistance, each influenced by individual beliefs and socio-cultural contexts.
This research also discusses the existing adoption theories including the TAM and UTAUT to highlight the need for a more comprehensive framework that considers socio-cultural factors. By drawing on the socio-cultural perspective of the study, a detailed understanding of AI-anxiety is provided. The results provide useful information for educators, policymakers, and technological developers to foster a positive environment for AI implementation in education..
The research offers practical recommendations on creating clear AI policies, developing ethical AI tools for combatting AI-anxiety, and encouraging responsible AI use in educational environments. This research builds upon current theoretical knowledge of technology adoption by including socio-cultural viewpoints, showcasing how societal norms, cultural meanings, and institutional structures impact students' views on AI.
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Faculteit der Managementwetenschappen