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

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  • Author(s): Kaufmann, Esther; Budescu, David V.
  • Language:
    English
  • Source:
    Journal of Educational Measurement. Sum 2020 57(2):311-342.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • Source:
      32
    • Education Level:
      Secondary Education
    • Subject Terms:
      Mathematical Models; Computer Uses in Education; Artificial Intelligence; Expertise; Decision Making; Secondary School Teachers
    • Accession Number:
      10.1111/jedm.12251
    • ISSN:
      0022-0655
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1255538