{"title":"A systematic review of AI anxiety in education","authors":"Xiaolan Wu, Hui Li","doi":"10.1007/s43681-025-00783-9","DOIUrl":null,"url":null,"abstract":"<div><p>This systematic study examines the occurrence of AI anxiety in educational settings, utilizing insights from 32 peer-reviewed articles obtained from the WOS and SCOPUS databases. The research consolidates existing knowledge into five topic categories: (1) Prevalence, conceptualization, and stakeholder differences of AI Anxiety; (2) AI Anxiety and its relationship with self-efficacy and behavioral intentions; (3) Impact of AI anxiety on learning behaviors and outcomes; (4) Demographic and contextual factors as moderators in AI anxiety; and (5) Mitigation strategies for AI anxiety, proposing intervention frameworks to alleviate AI-related concerns. This analysis highlights the complex nature of AI anxiety, its effects on educational practices, and the need for specific initiatives to promote favorable attitudes towards AI integration in learning settings. This study identifies essential gaps and future research topics, contributing to the creation of more inclusive and adaptive educational environments in the age of artificial intelligence.</p></div>","PeriodicalId":72137,"journal":{"name":"AI and ethics","volume":"5 5","pages":"4773 - 4787"},"PeriodicalIF":0.0000,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"AI and ethics","FirstCategoryId":"1085","ListUrlMain":"https://link.springer.com/article/10.1007/s43681-025-00783-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
This systematic study examines the occurrence of AI anxiety in educational settings, utilizing insights from 32 peer-reviewed articles obtained from the WOS and SCOPUS databases. The research consolidates existing knowledge into five topic categories: (1) Prevalence, conceptualization, and stakeholder differences of AI Anxiety; (2) AI Anxiety and its relationship with self-efficacy and behavioral intentions; (3) Impact of AI anxiety on learning behaviors and outcomes; (4) Demographic and contextual factors as moderators in AI anxiety; and (5) Mitigation strategies for AI anxiety, proposing intervention frameworks to alleviate AI-related concerns. This analysis highlights the complex nature of AI anxiety, its effects on educational practices, and the need for specific initiatives to promote favorable attitudes towards AI integration in learning settings. This study identifies essential gaps and future research topics, contributing to the creation of more inclusive and adaptive educational environments in the age of artificial intelligence.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
