For students, AI agency reduced intention to use Correct-AI indirectly through lower perceived global utility and justice, with no direct effect¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2025 · 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.
q3 i? In the student Correct-AI mediation model, agency significantly negatively impacted global utility (β = -0.4261, p = 0.0011) and justice (β = -0.3768, p = 0.0261), and the indirect effects of agency on intention to use through global utility and through justice were both statistically significant. → Alexander John Karran 2025
Evidence¶
Alexander John Karran 2025¶
Alexander John Karran, Patrick Charland, Joé Trempe-Martineau, Ana Ortiz de Guinea Lopez de Arana, Anne-Marie Lesage, Sylvain Sénécal & Pierre-Majorique Léger. (2025). Multi-stakeholder perspective on responsible artificial intelligence and acceptability in education. npj Science of Learning 10:44. https://doi.org/10.1038/s41539-025-00333-2
q3 · i? · causal · r?
Simple mediation analysis (Hayes Process Model 4, 5000 bootstrap samples, 95% CIs) of student responses to the Correct-AI vignette. The indirect effect through GU was significant (Effect = -0.1449, BootLLCI = -0.2805, BootULCI = -0.0441), as was the indirect effect through justice (Effect = -0.0576, BootLLCI = -0.1382, BootULCI = -0.0047). The direct effect of agency on ITU was not statistically significant (β = -0.1056, p = 0.2982).
"the level of agency significantly negatively impacted GU ( β = -0.4261, p = 0.0011), indicating that higher levels of agency were associated with lower levels of perceived GU"
Discussion¶
Related Claims¶
- For parents, higher AI agency lowered confidence, which indirectly reduced intention to allow AI to correct student work (Correct-AI) — related
- For teachers, explainability (Correct-AI) and both agency and explainability (Answer-AI) influenced intention to use indirectly through global utility and perceived usefulness — related
- For students, privacy (Answer-AI) and explainability (Emotion-AI) each positively influenced intention to use indirectly through perceived global utility — related
- Higher AI agency is associated with lower intention to use AI in education, while transparency, explainability, and privacy do not directly predict intention to use — related
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