How students and teachers want to interact with classroom AI largely depends on the teacher-student relationships that exist outside of AI use¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Stakeholders' preferences for AI interaction depend on existing human-human relationships between teachers and students, outside of AI use. → relationship

Evidence¶

relationship¶

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

q1 · i? · qualitative · r2

Authors' interpretation offered in the Introduction as a headline finding of the speed-dating study; supporting quotes appear in the results themes, e.g., teachers tying monitoring acceptance to the fundamental relationship of trust.

"how students and teachers would want to interact with AI systems in the classroom largely depends on what kinds of relationships exist between teachers and students, outside of AI use, which prior work has not fully revealed."

Discussion¶

Related Claims¶

• AI dependency mediates the relationship between teacher support and learning burnout — related
• Metacognitive self-regulation mediates the relationships between all three AI interaction mechanisms and both higher-order outcomes — related
• Nearly all educators most want AI to free up time in existing workflows and return capacity to overburdened staff — related
• Human teacher–GenAI collaboration in embodied mathematics learning calls for a complementary interaction model combining AI feedback with human metacognitive guidance — related
• Current AIED rests on five faulty assumptions that risk learner dependence, isolation, and reduced flourishing — related