Publication

Understanding students’ nuanced views on AI-supported classroom learning through perspective taking.

Tomohiro Nagashima, Martina Vincoli, Niklas Scholz, Man Su

AIED2025 · 2025

@inproceedings{nagashima2025understanding,
  title     = {Understanding students’ nuanced views on AI-supported classroom learning through perspective taking.},
  author    = {Tomohiro Nagashima and Martina Vincoli and Niklas Scholz and Man Su},
  booktitle = {AIED2025},
  year      = {2025},
  doi       = {10.1007/978-3-031-98414-3_2},
}

Abstract

AI technology has progressively been integrated into school classrooms, creating a complex and dynamic environment where multiple stakeholders are involved in the decision making about students’ learning experience. In such a situation, understanding stakeholder views is challenging as their views might implicitly reflect what they expect of other stakeholders. In this paper, we propose to apply perspective taking as an analytical lens for understanding school students’ nuanced views regarding their preferences about using AI in the classroom environment. By identifying how 16 students implicitly take the perspectives of others when sharing their views, we found that students consider other stakeholders’ expected roles and preferences in the classroom, providing nuanced preferences on AI use in the classroom. This work makes contributions to the AIED community by illustrating students’ nuanced preferences in the complex, multi-stakeholder classroom environment supported by AI. It also demonstrates how perspective taking can be used as a human-centered methodology for uncovering nuanced perspectives in the complex classroom environment.