Multi-Stakeholder Perspective on Responsible Artificial Intelligence and Acceptability in Education
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| Title: | Multi-Stakeholder Perspective on Responsible Artificial Intelligence and Acceptability in Education |
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| Language: | English |
| Authors: | Alexander John Karran (ORCID |
| Source: | npj Science of Learning. 2025 10. |
| Availability: | Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Stakeholders, Artificial Intelligence, Technology Uses in Education, Student Attitudes, Teacher Attitudes, Parent Attitudes, Data Use, Privacy, Vignettes, Usability, Justice, Self Efficacy, Risk, Intention, Trust (Psychology) |
| DOI: | 10.1038/s41539-025-00333-2 |
| ISSN: | 2056-7936 |
| Abstract: | Recognising a need to investigate the concerns and barriers to the acceptance of artificial intelligence (AI) in education, this study explores the acceptability of different AI applications in education from a multi-stakeholder perspective, including students, teachers, and parents. Acknowledging the transformative potential of AI, it addresses concerns related to data privacy, AI agency, transparency, explainability, and ethical deployment of AI. Using a vignette methodology, participants were presented with four scenarios where AI agency, transparency, explainability, and privacy were manipulated. After each scenario, participants completed a survey that captured their perceptions of AI's global utility, individual usefulness, justice, confidence, risk, and intention to use each scenario's AI if it was available. The data collection, comprising a final sample of 1198 participants, focused on individual responses to four AI use cases. A mediation analysis of the data indicated that acceptance and trust in AI vary significantly across stakeholder groups and AI applications. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476368 |
| Database: | ERIC |
| Abstract: | Recognising a need to investigate the concerns and barriers to the acceptance of artificial intelligence (AI) in education, this study explores the acceptability of different AI applications in education from a multi-stakeholder perspective, including students, teachers, and parents. Acknowledging the transformative potential of AI, it addresses concerns related to data privacy, AI agency, transparency, explainability, and ethical deployment of AI. Using a vignette methodology, participants were presented with four scenarios where AI agency, transparency, explainability, and privacy were manipulated. After each scenario, participants completed a survey that captured their perceptions of AI's global utility, individual usefulness, justice, confidence, risk, and intention to use each scenario's AI if it was available. The data collection, comprising a final sample of 1198 participants, focused on individual responses to four AI use cases. A mediation analysis of the data indicated that acceptance and trust in AI vary significantly across stakeholder groups and AI applications. |
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| ISSN: | 2056-7936 |
| DOI: | 10.1038/s41539-025-00333-2 |
