{"id":78760,"date":"2025-10-31T00:01:49","date_gmt":"2025-10-31T04:01:49","guid":{"rendered":"https:\/\/world.edu\/?p=78760"},"modified":"2025-10-31T00:01:49","modified_gmt":"2025-10-31T04:01:49","slug":"rate-my-ai-teacher-students-perceptions-of-chatbots-will-influence-how-they-learn-with-ai","status":"publish","type":"post","link":"https:\/\/world.edu\/rate-my-ai-teacher-students-perceptions-of-chatbots-will-influence-how-they-learn-with-ai\/","title":{"rendered":"Rate my AI teacher? Students\u2019 perceptions of chatbots will influence how they learn with AI"},"content":{"rendered":"

\"\"<\/p>\n

A \u201ctransformation\u201d is upon us. After a multi-year procession of educational technology products that\u00a0once promised to shake things up<\/a>, now it\u2019s AI\u2019s turn.<\/p>\n

Global\u00a0organizations like<\/a>\u00a0the\u00a0Organization for Economic Co-operation and Development<\/a>, as well as\u00a0government bodies<\/a>, present AI to the\u00a0public as<\/a>\u00a0\u201ctransformative.\u201d<\/a><\/p>\n

Prominent AI companies with large language model (LLM) chatbots have \u201ceducation-focused\u201d products, like ChatGPT Education, Claude for Education\u00a0and Gemini<\/a>\u00a0in Google for Education.<\/p>\n

AI products facilitate exciting new ways to search, present and engage with knowledge and have\u00a0sparked widespread interest and enthusiasm in the technology for young learners<\/a>. However, there are\u00a0crucial areas of concern<\/a>\u00a0regarding AI use such as data privacy, transparency and accuracy.<\/p>\n

Current conversations on AI in education<\/a>\u00a0focus on notions it will upend teaching and learning systems in schools, teacher lesson planning and grading or individualized learning (for example, via personalized student tutoring with chatbots). However, when or whether AI will transform education remains an open question.<\/p>\n

In the meantime, it is vital to think about how student engagement with chatbots should make us examine some fundamental assumptions about human learning.<\/p>\n

Learning is a social affair<\/strong><\/h3>\n

How students view their teachers and their own\u00a0ability to contemplate thinking<\/a>\u00a0(known as metacognition) are tremendously important for learning. These factors need to be considered when we think about learning with chatbots.<\/p>\n

The popularity of the\u00a0Rate My Professors<\/a>\u00a0website in Canada, United States and the United Kingdom is a testament to the significance of what students think about teachers.<\/p>\n

With AI\u2019s foray into education, students\u2019 conceptions of their AI tutors, teachers and graders will also matter for multiple reasons.<\/p>\n

First, learning is a thoroughly social affair. From how a child learns through\u00a0imitating and modelling others<\/a>\u00a0to engaging with or being influenced by\u00a0peers in the classroom<\/a>, social interactions matter to how we learn.<\/p>\n

With use of chatbots increasing to\u00a0more than 300 million monthly users<\/a>, conversational interactions with LLMs also represent a new para-social interaction space for people worldwide.<\/p>\n

What we think of interaction partners<\/strong><\/h3>\n

Second, theory-of-mind frameworks suggest that what we think of others influences how we interact with them. How children\u00a0interpret, process or respond to social signals<\/a>\u00a0influences their learning<\/a>.<\/p>\n

To develop this idea further, beyond other\u00a0students<\/a>\u00a0or\u00a0teachers<\/a>\u00a0as interaction partners, what we think about learning tools has an influence on how we learn.<\/p>\n

Our sense of tools\u00a0and their affordances<\/a>\u00a0\u2014 the quality or property of a tool that \u201cdefines its possible uses or makes clear how it can or should be used<\/a>\u201d \u2014 can have consequences for how we use the tool.<\/p>\n

Perceived affordances<\/a>\u00a0can dictate how we use tools, from utensils to computers. If a learner perceives a chatbot to be adept at generating ideas, then it could influence how they use it (for example, for brainstorming versus editing).<\/p>\n

New \u2018social entity\u2019<\/strong><\/h3>\n

AI systems, at a minimum, represent the entrance of a new social entity in educational environments, as they have in\u00a0the social environment<\/a>. People\u2019s conceptions of AI can be understood under the larger umbrella of a theory of artificial minds, referring to how humans infer the internal states of AI to predict actions and understand behaviour.\u00a0This theory extends the notion of theory of mind<\/a>\u00a0to non-human AI systems.<\/p>\n

A person\u2019s theory of artificial minds could develop based on biological maturation and exposure to the technology, and could vary considerably between different individuals.<\/p>\n

3 aspects to consider<\/strong><\/h3>\n

It\u2019s important to consider how student conceptions of AI may impact trust of information received from AI systems; personalized learning from AI; and the role that AI may have in a child\u2019s social life:<\/p>\n

1. Trust<\/strong>: In human learning, the judgments we make about knowledge and learning go a long way in acceptance of ideas\u00a0inherent in learning material<\/a>.<\/p>\n

From recent studies in children\u2019s interactions with conversational AI systems, we see that children\u2019s trust in information from AI varies across factors like\u00a0age and type of information<\/a>. A learner\u2019s theory of artificial minds would likely affect willingness to trust the information received from AI.<\/p>\n

2. Personalized learning:<\/strong>\u00a0Intelligent tutoring systems (ITS) research has shown\u00a0excellent results<\/a>\u00a0for how traditional ITS \u2014 without chatbot engagement \u2014 can scaffold learners while also helping students identify gaps in learning for self-correction. New chatbot-based ITS, such as KhanMigo from Khan Academy, are being marketed as\u00a0providing personalized guidance and new ways to engage with content<\/a>.<\/p>\n

A learner\u2019s theory of artificial minds could affect the quality of interactions between them and their AI chatbot tutor and how much they accept their learning support.<\/p>\n

3. Social relationships<\/strong>: The artificial friend (the \u201cAF\u201d) in\u00a0Kazuo Ishiguro\u2019s Klara and the Sun<\/em><\/a>\u00a0is a poignant literary example of the impact an artificial entity can have on a growing child\u2019s sense of self and relationship to the world.<\/p>\n

We can already see the detrimental effects of introducing children to AI social chatbots with the tragic suicide of a child who was allegedly engaged in\u00a0emotional and sexual chat conversations with a Character.AI chatbot<\/a>.<\/p>\n

Social relationships with AI involve a serious renegotiation of the social contract regarding our expectations and understanding of each other. Here, relationships with children need special attention, foremost whether we want children to develop social relationships with AI in the first place.<\/p>\n

Where do we go from here?<\/strong><\/h3>\n

Many discussions about AI literacy are now unfolding, involving, for example, understanding how AI functions, its limitations and ethical issues. Throughout these conversations, it\u2019s essential for educators to recognize that students possess an intuitive sense of how AI functions (or a theory of artificial minds). Students\u2019 intuitive sense of AI shapes how they perceive its educational affordances, even without formal learning.<\/p>\n

Instruction must account for students\u2019 cognitive development, existing experiences and evolving social contexts.<\/p>\n

The \u201crate my AI teacher\u201d future is coming. It will require a focus on students\u2019 conceptions of AI to ensure effective, ethical and meaningful integration of AI into future educational environments.<\/p>\n

Author Bios:<\/strong> Nandini Asavari Bharadwaj is a Ph.D. Candidate, Learning Sciences Program, Department of Educational & Counselling Psychology and Adam Kenneth Dub\u00e9 is Associate Professor of Learning Sciences, Faculty of Education both at McGill University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

A \u201ctransformation\u201d is upon us. After a multi-year procession of educational technology products that\u00a0once promised to shake things up, now it\u2019s AI\u2019s turn. Global\u00a0organizations like\u00a0the\u00a0Organization for Economic Co-operation and Development, as well as\u00a0government bodies, present AI to the\u00a0public as\u00a0\u201ctransformative.\u201d Prominent AI companies with large language model (LLM) chatbots have \u201ceducation-focused\u201d products, like ChatGPT Education, Claude […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434361],"coauthors":[11733],"class_list":["post-78760","post","type-post","status-publish","format-standard","hentry","category-education","tag-large-language-model"],"acf":[],"yoast_head":"\nRate my AI teacher? 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