Literaturnachweis - Detailanzeige
Autor/inn/en | Qin, Fen; Li, Kai; Yan, Jianyuan |
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Titel | Understanding User Trust in Artificial Intelligence-Based Educational Systems: Evidence from China |
Quelle | In: British Journal of Educational Technology, 51 (2020) 5, S.1693-1710 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-1013 |
DOI | 10.1111/bjet.12994 |
Schlagwörter | Trust (Psychology); Artificial Intelligence; Classification; Context Effect; Intelligent Tutoring Systems; Teacher Competencies; Knowledge Level; Learning Processes; Personal Autonomy; Teacher Student Relationship; Ethics; Foreign Countries; Technological Literacy; Usability; Individual Characteristics; Teaching Methods; Student Attitudes; China Künstliche Intelligenz; Classification system; Klassifikation; Klassifikationssystem; Intelligentes Tutorsystem; Lehrkunst; Wissensbasis; Learning process; Lernprozess; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethik; Ausland; Technisches Wissen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten |
Abstract | Artificial Intelligence (AI) has penetrated the field of education. Trust has long been regarded as a driver for the acceptance of technology. Netnography and interviews were used to investigate trust in AI-based educational systems from the perspective of users. We identified the factors influencing trust in AI-based educational systems and categorized them as being related to technology, context and individual. Technology-related factors encompass functionality, helpfulness, interpretability, dependability and interaction interface. Context-related factors encompass benevolence of educational organizations, data management, teachers' competencies, official norms and knowledge characteristics. Individual-related factors encompass perception of the nature of learning, propensity to interact with teachers, perception of AI and autonomy orientation. The results from this paper will contribute to the literature on trust in technology and AI ethics in education. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |