Student-AI Interaction: A Trial Version

Aim. To study the impact of artificial intelligence on the development of students’ agency within V. I. Panov’s eco-psychological approach.

Methodology. The study involved 23 first-year students majoring in еру “Teacher-Psychologist” educational profile at Samara branch of the Moscow City University. The sample included 2 men and 21 women, aged 17–18. To assess the level of development of subjectivity stages, the “Diagnostics of the Stages of Student Agency Formation” methodology (OSC-S6) by A. V. Kaptsov and E. I. Kolesnikova was used. Engagement in the use of artificial intelligence was studied using the “Engagement in the Field of Artificial Intelligence” questionnaire (S. L. Lenkov, N. E. Rubtsova, E. S. Nizamova).

Results. The existence of a relationship between the degree of engagement in the field of artificial intelligence and the level of agency formation stages has been proven. Regression analysis revealed the influence of affective and behavioral engagement on such stages of agency formation as: “apprentice”, “pupil”, “master”, and “creator”.

Research implications lie in discovering the influence of engagement in the field of AI on the development of students’ agency formation stages. The existence of the “Dunning-Kruger effect in conjunction with AI” has been proven as a result of the use of artificial intelligence services, which leads to an increase in self-esteem of personal abilities and an illusion of competence, expressed by an increase in the level of the “master” stage.

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