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Cited by 31Artificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive LearningEthics and Social Impacts of AI

Who is Helping Whom? Student Concerns about AI-Teacher Collaboration in Higher Education Classrooms

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Han, Bingyi, Coghlan, Simon, Buchanan, George, McKay, Dana·2025·Proceedings of the ACM on Human-Computer Interaction
DOI 10.1145/3711104
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Abstract

AI's integration into education promises to equip teachers with data-driven insights and intervene in student learning. Despite the intended advancements, there is a lack of understanding of interactions and emerging dynamics in classrooms where various stakeholders including teachers, students, and AI, collaborate. This paper aims to understand how students perceive the implications of AI in Education (AIEd) in terms of classroom collaborative dynamics, especially AI used to observe students and notify teachers to provide targeted help. Using the story completion method, we analyzed narratives from 65 participants, highlighting three challenges: AI decontextualizing of the educational context; AI-teacher cooperation with bias concerns and power disparities; AI's impact on student behavior that further challenges AI's effectiveness. We argue that for effective and ethical AI-facilitated cooperative education, future AIEd design must factor in the situated nature of implementation. Designers must consider the broader nuances of the education context, impacts on multiple stakeholders, dynamics involving these stakeholders, and the interplay among potential consequences for AI systems and stakeholders. It is crucial to understand the values in the situated context, the capacity and limitations of both AI and human for effective cooperation, and any implications to the relevant ecosystem.

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Authors
Han, B., Coghlan, S., Buchanan, G., & McKay, D.
Affiliations
  • The University of Melbourne (AU)
  • RMIT University (AU)
ORCID
Venue
Proceedings of the ACM on Human-Computer Interaction
Publisher
Association for Computing Machinery (ACM)
Published
2025-05-02
Volume
9
Issue
2
Pages
1-32
ISSN
2573-0142 (ISSN-L)
DOI
10.1145/3711104
OpenAlex
W4410538171
Cited by
31
References
124
Citations by year
2026: 21 · 2025: 10
FWCI
32.50
Type
journal article
Language
en
Open access
Licence
www.acm.org/publications/policies/copyright_policy#Background (vor)
Locations
  • Proceedings of the ACM on Human-Computer Interaction (publishedVersion)
  • arXiv (Cornell University) (submittedVersion, cc-by-nc-nd)
  • arXiv (Cornell University)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Social Sciences › Safety Research › Ethics and Social Impacts of AI
Keywords
artificial intelligence in education, student perceptions, classroom dynamics, student monitoring, algorithmic bias, power disparities, situated context, ethical AI design, higher education, human-AI collaboration

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