Problem
Research questions and friction points this paper is trying to address.
trust gap
teacher-student alignment
classroom AI
student agency
K-12 education
Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI
🤖 AI Summary
This study investigates misalignments between K–12 teachers’ and students’ perspectives on agency, control, and autonomy in AI-augmented instructional decision-making, with a particular focus on trust and socioemotional dimensions. Through storyboard-guided rapid paired experiments involving 16 students and 15 teachers, the research systematically uncovers divergent views regarding the allocation of agency and control in AI-supported learning environments. It reveals that pre-existing teacher–student relational dynamics in non-AI contexts profoundly shape stakeholders’ stances toward AI-mediated interactions. Significant discrepancies emerge in participants’ levels of trust in AI systems and their expectations concerning AI’s role in supporting socioemotional learning. Building on these findings, the study proposes targeted design and pedagogical strategies to bridge these perceptual gaps and foster more aligned, effective human–AI collaboration in educational settings.
📝 Abstract
As Artificial Intelligence (AI)-based technologies have been integrated into school classrooms where multiple stakeholders (with different roles) interact with each other, it is critical to deeply understand stakeholder views in the classroom. In particular, prior work has not fully uncovered how teachers' and school students' views might or might not align well with each other, especially in K-12 classrooms. We conducted a speed-dating study using storyboards with 16 school students and 15 school teachers in Germany to investigate alignments and misalignments between their views on student-AI decision-making control in K-12 classroom. Through an explicit pair-matching analysis, we found that students and teachers had misaligned views on several key topics, including how much they trust AI and social and emotional aspects of student learning with AI. Findings also revealed the importance of teacher-student relationships outside of AI use that shape stakeholders' views and interactions. We discuss potential reasons for the observed misaligned views and strategies to fill the perspective gaps. This study illustrates the complexities of preferences in teacher-student-AI interactions that depend on the dynamic relations among the stakeholders.
Innovation
Methods, ideas, or system contributions that make the work stand out.
teacher-student alignment
classroom AI
trust in AI
agency
stakeholder perspectives
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