Abstract
Technological advancements in education have turned the idea of machines as teachers into a reality. To better understand this phenomenon, the present study explores how college students develop expectations (or anticipations) about a machine teacher, particularly an AI teaching assistant. Specifically, the study examines whether students’ previous experiences with online courses taught by a human teacher would influence their expectations about AI teaching assistants in future online courses. An online survey was conducted to collect data from college students in the United States. Findings indicate that positively experienced social presence of a human teacher helps develop positive expectations about an AI teaching assistant. The study provides meaningful implications and contributions to our understanding of a machine agent in education.
DOI
10.30658/hmc.4.9
Author ORCID Identifier
Jihyun Kim: 0000-0003-2476-610X
Kelly Merrill Jr.: 0000-0002-1221-3789
Kun Xu: 0000-0001-9044-821X
Deanna D. Sellnow: 0000-0003-4668-4359
Recommended Citation
Kim, J. Merrill Jr. K., Xu, K., Sellnow, D. D. (2022). Embracing AI-based education: Perceived social presence of human teachers and expectations about machine teachers in online education. Human-Machine Communication, 4, 169-185. https://doi.org/10.30658/hmc.4.9
Included in
Artificial Intelligence and Robotics Commons, Communication Technology and New Media Commons, Educational Psychology Commons, Educational Technology Commons, Instructional Media Design Commons, Other Communication Commons, Other Education Commons, Robotics Commons
This journal supports Open Science Badges
