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ABSTRACT
An increase in demand for online education has led to the creation of a new technology, machine teachers, or artificial intelligence (AI) teaching assistants. In fact, AI teaching assistants have already been implemented in a small number of courses in the United States. However, little is known about how students will perceive AI teaching assistants. Thus, the present study investigated students’ perceptions about AI teaching assistants in higher education by use of an online survey. Primary findings indicate that perceived usefulness of an AI teaching assistant and perceived ease of communication with an AI teaching assistant are key to understanding an eventual adoption of AI teaching assistant-based education. These findings provide support for AI teaching assistant adoption. Based on the present study’s findings, more research is needed to better understand the nuances associated with the learning experience one may have from an AI teaching assistant.
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Notes on contributors
Jihyun Kim
Jihyun Kim is an associate professor in the Nicholson School of Communication and Media at the University of Central Florida. Her primarily research focuses on the effects and implications of new media/communication technologies for meaningful outcomes (e.g., education, health). Her research also examines human-machine communication in diverse contexts.
Kelly Merrill
Kelly Merrill Jr. is a doctoral student in the School of Communication at The Ohio State University. His primary research interests are at the intersection of communication technology and health communication. Specifically, he is interested in disparities and marginalization in these areas.
Kun Xu
Kun Xu is an assistant professor at the Department of Telecommunication, University of Florida. His research focuses on the intersection of human-computer interaction and media psychology. He investigates how people perceive, evaluate, and respond to robotic technologies such as social robots, computer agents and virtual assistants.
Deanna D. Sellnow
Deanna D. Sellnow is a professor of strategic communication at the University of Central Florida. Her research focuses on strategic instructional communication in a variety of contexts including risk, crisis, and health. She has conducted numerous funded research projects and has published in national and international journals.