Although research has examined the influence of cultural factors on the adoption and utilization of artificial intelligence (AI), few studies have explored how the history and frequency of AI use affect individuals’ cultural values and behaviors. This study investigated the impact of AI use on college students’ traditional cultural values and their interactions with teachers in the classroom.
A conceptual model was developed based on technological determinism and cultural influence theories. Data were collected from 373 undergraduates across China and analyzed using partial least squares structural equation modeling.
The frequency and duration of AI use did not significantly impact undergraduates’ active participation in classroom interactions. However, increased AI use frequency may enhance their desire to gain face (social reputation and image) and Zhongyong thinking (the Confucius doctrine of the mean). By contrast, the duration of AI use had no significant effect on students’ cultural values or AI use frequency. Notably, the fear of losing face significantly reduced undergraduates’ classroom interactions; however, other cultural factors had nonsignificant effects.
Artificial intelligence may enhance, rather than undermine, undergraduates’ traditional cultural values and is not necessarily associated with an increase in classroom interactions with teachers.
