Effects of AI understanding-training on AI literacy, usage, self-determined interactions, and anthropomorphization with voice assistants
Open accessAbstract
Intelligent voice assistants (IVAs) such as Alexa or Siri are voice-based Artificial Intelligence systems that help users with various everyday tasks using simple voice commands. However, users often only have a superficial understanding of how the Artificial Intelligence (AI) integrated into IVAs works, which leads to misunderstandings and potential risks of use. To promote self-determined interaction with IVAs, the development of specific AI-related skills, such as a comprehensive understanding of AI, is crucial. Based on learning psychology and media pedagogy principles, two online training modules were developed to deepen the understanding of AI concerning IVAs and enable self-determined interaction. A total of 99 participants took part in the training. The results show that the training promotes both understanding of AI and AI literacy. It also increases the intention to use IVAs, promotes a positive attitude, and enhances the willingness for self-determined interaction. In addition, the training contributes to a more realistic assessment of the IVAs' capabilities and reduces anthropomorphic perceptions. Overall, the study emphasizes the relevance of specific AI skills and shows how targeted training can contribute to improving these skills. Thus, the present work contributes to improving the availability of digital education programs.
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Training involving AI literacy has been shown to impact people's perception of AI systems and improve AI literacy skills.
“Training involving AI literacy has been shown to impact people's perception of AI systems and improve AI literacy skills (Markus et al., 2024).”
From From Understanding to Creating: Bridging AI Literacy and AI Fluency in K-12 Education (2025) · cites this paper as Markus et al., 2024
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- Authors
- Markus, A., Pfister, J., Carolus, A., Hotho, A., & Wienrich, C.
- Affiliations
- University of Würzburg (DE)
- Corresponding author
- Markus, André
- Venue
- Computers and Education Open
- Publisher
- Elsevier BV
- Published
- 2024-06
- Volume
- 6
- Pages
- 100176
- ISSN
- 2666-5573 (ISSN-L)
- OpenAlex
- W4393941488
- Cited by
- 49
- References
- 20
- Citations by year
- 2026: 16 · 2025: 29 · 2024: 4
- FWCI
- 18.48
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Open (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Funders
- Bayerisches Forschungsinstitut für Digitale Transformation
- Bayerische Akademie der Wissenschaften
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
- Keywords
- AI literacy, voice assistants, anthropomorphism, AI competencies, user attitudes toward AI, online training modules, digital education
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