Demystifying the mist: Why do individuals hesitate to accept AI educational services?

Abstract

Rapid advances in AI technology are fuelling the proliferation of AI applications across industries, including educational services. With the allure of intelligent tutoring, individuals now face the choice of their educational approach—either parental engagement or utilizing AI educational services. This research employs an experimental design approach to examine individuals' decision-making processes involving AI educational services. Across five studies, we observe that, relative to AI educational services, parental engagement induces less guilt, receives a higher valuation and increases individuals' willingness to recommend it to others. We attribute these preferences to a perceived parental responsibility. Intrinsic attribution and conformity promote individuals' WOM. This research is the first to uncover the impact of educational approaches on individuals' guilt and downstream behaviours in the AI-in-Education field, shedding light on attribution as its underlying mechanism and offering actionable strategies to enhance individuals' WOM. The findings offer novel insights to AI-human interaction psychological research and hold practical implications for AI-in-Education industry practitioners.