A study of K-12 classroom AI examined how teachers and students in Germany perceive artificial intelligence’s role in student decision-making, using a speed-dating methodology with storyboards involving 16 students and 15 teachers. The researchers found meaningful misalignments between the two groups regarding how much they trust AI with the social and emotional aspects of student learning. Existing teacher-student relationships significantly shaped stakeholder preferences for how much autonomy AI systems should be given in educational settings.
