Both students and teachers believe AI cannot capture social dynamics and emotional feelings, but only teachers additionally feared AI use would reduce interpersonal interactions in class¶

Claim · All claims
Evidence · 2 studies · 2 qualitative r2 · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students and teachers both emphasized social and emotional aspects of learning that AI cannot capture, such as personal connections when grouping students. → social-shared q2 i? Teachers, but not students, expressed concern that AI and digital device use would lead to less social interaction in the classroom, e.g., discomfort with virtual hand raises. → social-teacher-only

Evidence¶

social-shared¶

Tomohiro Nagashima, Lisa Siegrist, Niklas Scholz, Shintaro Sato, Martina Vincoli, and Man Su. 2026. Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI. Proc. ACM Hum.-Comput. Interact. 10, 6, Article CSCW124. https://doi.org/10.1145/3816972

q2 · i? · qualitative · r2

Student quote (S14, age 16, Co-Orchestration Control) from the Social Dynamics and Emotional Aspects theme of the speed-dating study; students prioritized human-to-human relationships over performance-based matching.

"It's just a little hard for an AI system to know how well you get along with these people. So this personal connection that I think is important [. . . ] is just lacking."

social-teacher-only¶

Tomohiro Nagashima, Lisa Siegrist, Niklas Scholz, Shintaro Sato, Martina Vincoli, and Man Su. 2026. Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI. Proc. ACM Hum.-Comput. Interact. 10, 6, Article CSCW124. https://doi.org/10.1145/3816972

q2 · i? · qualitative · r2

Theme summary from Section 4.2 of the speed-dating study; teachers reacted negatively, for example, to a virtual hand-raise feature, with one teacher calling it "kind of artificial in a group situation like this."

"Teachers, unlike students, were also concerned about a possible decrease in interpersonal interactions and communications between teachers and students."

Discussion¶

Related Claims¶

• EdTech messaging about AI over-emphasizes individual, cognitive learning while curricular frameworks emphasize social, contextual learning — related
• Emotions form a critical piece of how, what, when, and why people learn, so education should leverage the emotional aspects of learning — related
• Teachers' engagement growth was negotiated through balancing challenges and cognitive load, with some experiences of strain and isolation — related
• Students hesitated to share learning data except with their own teachers, while teachers insisted on data access for instruction and feared selective sharing by low-performing students would undermine the system's usefulness — related
• Emotion was the rarest essay theme, raised ambivalently by a minority of students — related
• Negative emotions are perceived to have either positive or negative impacts on learning, with faculty more likely than students to recognize their functional benefits — related
• Students raised concerns that performance forecasts cannot capture personal circumstances affecting study — related