Do Teachers Consider Advice? On the Acceptance of Computerized Expert Models

Autor/inn/en	Kaufmann, Esther; Budescu, David V.
Titel	Do Teachers Consider Advice? On the Acceptance of Computerized Expert Models
Quelle	In: Journal of Educational Measurement, 57 (2020) 2, S.311-342 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12251
Schlagwörter	Mathematical Models; Computer Uses in Education; Artificial Intelligence; Expertise; Decision Making; Secondary School Teachers + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Computernutzung; Künstliche Intelligenz; Expert appraisal; Decision-making; Entscheidungsfindung
Abstract	The literature suggests that simple expert (mathematical) models can improve the quality of decisions, but people are not always eager to accept and endorse such models. We ran three online experiments to test the receptiveness to advice from computerized expert models. Middle- and high-school teachers (N = 435) evaluated student profiles that varied in several personal and task relevant factors. They were offered (Studies I and II), or could ask for (Study III), advice from either expert models or human advisors. Overall, teachers requested and followed advice of expert models less frequently than advice from humans. Task-relevant factors (task difficulty) seem to be more salient than personal factors for teachers' willingness to receive advice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01