My Teacher Is a Machine: Understanding Students’ Perceptions of AI Teaching Assistants in Online Education
Abstract
An increase in demand for online education has led to the creation of a new technology, machine teachers, or artificial intelligence (AI) teaching assistants. In fact, AI teaching assistants have already been implemented in a small number of courses in the United States. However, little is known about how students will perceive AI teaching assistants. Thus, the present study investigated students’ perceptions about AI teaching assistants in higher education by use of an online survey. Primary findings indicate that perceived usefulness of an AI teaching assistant and perceived ease of communication with an AI teaching assistant are key to understanding an eventual adoption of AI teaching assistant-based education. These findings provide support for AI teaching assistant adoption. Based on the present study’s findings, more research is needed to better understand the nuances associated with the learning experience one may have from an AI teaching assistant.
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Existing technology acceptance scales were not suitable to capture the specific affective and pedagogical concerns raised in prior observational and qualitative studies of AIEd systems.
“Existing technology acceptance scales (e.g., [73]) were not suitable to capture the specific affective and pedagogical concerns raised in prior observational and qualitative studies of AIEd systems (e.g., [53, 56]).”
From AI Sensing and Intervention in Higher Education: Student Perceptions of Learning Impacts, Affective Responses, and Ethical Priorities (2026) · cites this paper as [73]
Prior studies found that students' perceived ease of use and perceived usefulness of AI tools positively affect their intention to use the tools.
“This finding resonates with Kim et al. 's (2020) and Hu's (2022) studies that students' perceived ease of use and perceived usefulness of AI tools positively affect their intention to use the tools.”
From An expectancy value theory (EVT) based instrument for measuring student perceptions of generative AI (2023) · cites this paper as Kim et al. 's (2020)
Perceived cost is an important factor affecting students' intention to use GenAI.
“Compared to previous studies which utilised TAM to explore the relationship between perceived usefulness, perceived ease of use, and intention to use (e.g., Bonsu & Baffour-Koduah, 2023;Hu, 2022;Kim et al., 2020), this EVTbased study shows that perceived cost is also an important factor affecting students' intention to use GenAI.”
From An expectancy value theory (EVT) based instrument for measuring student perceptions of generative AI (2023) · cites this paper as Kim et al., 2020
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- Authors
- Kim, J., Merrill, K., Xu, K., & Sellnow, D. D.
- Affiliations
- University of Central Florida (US)
- Corresponding author
- Kim, Jihyun
- Venue
- International Journal of Human–Computer Interaction
- Publisher
- Informa UK Limited
- Published
- 2020-08-12
- Volume
- 36
- Issue
- 20
- Pages
- 1902-1911
- ISSN
- 1044-7318 (ISSN-L)
- 1532-7590
- OpenAlex
- W3048626054
- Cited by
- 288
- References
- 62
- Citations by year
- 2026: 33 · 2025: 78 · 2024: 89 · 2023: 41 · 2022: 26 · 2021: 19 · 2020: 2
- FWCI
- 20.69
- Type
- journal article
- Language
- en
- Update notices
- correction (2020-11-27)
- Open access
- closed
- Locations
- International Journal of Human-Computer Interaction (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
- Keywords
- AI teaching assistants, student perceptions, online learning, higher education, technology adoption, perceived usefulness, technology acceptance
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