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

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Title: Do Teachers Consider Advice? On the Acceptance of Computerized Expert Models.
Authors: Kaufmann, Esther1 (AUTHOR) esther.kaufmann@gmx.ch, Budescu, David V.2 (AUTHOR) budescu@fordham.edu
Source: Journal of Educational Measurement. Jun2020, Vol. 57 Issue 2, p311-342. 32p.
Subject Terms: *Teachers, *Level of difficulty
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 FROM AUTHOR]
Copyright of Journal of Educational Measurement is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Kaufmann%2C+Esther%22">Kaufmann, Esther</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> esther.kaufmann@gmx.ch</i><br /><searchLink fieldCode="AR" term="%22Budescu%2C+David+V%2E%22">Budescu, David V.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> budescu@fordham.edu</i>
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  Data: 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 FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational Measurement is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/jedm.12251
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              Text: Jun2020
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