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¶
Claim · All claims
Evidence · 2 studies · 2 qualitativer2·q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students wanted their data kept private but were willing to let their own teachers access it, and wanted transparency about what data are shared, with whom, and how they are used. → data-students
q2 i? Teachers wanted access to student data for effective instruction and did not want students deciding on data sharing, since only willing sharers would leave an overview. → data-teachers
Evidence¶
data-students¶
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 (S7, age 13, Data Control) from the Hesitation in Data Sharing theme; the article reports students had "a strong desire for keeping their own data private" yet recognized benefits of teacher access.
"If you leave everything to yourself, then no one can help you [. . . ], but if you just share the biggest part with the teacher, then the teacher can also help you"
data-teachers¶
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
Teacher quote (T5, 15 years of teaching, Data Control) from the data-sharing theme; teachers argued that with communication and transparency students would understand why sharing is essential.
"I strongly assume that the low-performing students in particular don't want to share their data and that is not an overview for me if only the good ones share it or those who want to share it"
Discussion¶
Related Claims¶
- 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 — related
- Educators want AI systems grounded in their district's specific values, curricula, and student populations rather than generic tools — related
- Educator involvement in choosing a pilot tool is associated with higher engagement and implementation fidelity, while lack of autonomy contributed to low usage and negative feelings — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
data-sharing-hesitation-versus-teacher-access |
title |
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 |
description |
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 use... |
status |
review |
evidence_strength |
moderate |
generated |
by process:wiki-ingest on 2026-10-11 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — data-students, data-teachers |
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