Publikation: Opting out of generative AI : a behavioral experiment examining the role of education in Perplexity AI avoidance
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The rise of conversational AI (CAI), powered by large language models, is transforming how individuals access and interact with digital information. However, these tools may inadvertently amplify existing digital inequalities. This study investigates whether differences in formal education are associated with CAI avoidance, i.e., the deliberate refusal or discontinuation of engaging with a CAI when the opportunity and demand arises. We leverage behavioral data from an online experiment (N = 1636) where participants were randomly assigned to one of three groups: a control group, a traditional online search task, or a CAI task (Perplexity AI). Task avoidance (operationalized as survey abandonment or providing unrelated responses during task assignment) was significantly higher in the CAI group (51 %) compared to the search (30.9 %) and control (16.8 %) groups, with the highest CAI avoidance among participants with lower education levels (∼74.4 %). Structural equation modeling based on the theoretical framework UTAUT2 and LASSO regressions reveal that education is strongly associated with CAI avoidance, even after accounting for various cognitive and affective predictors of technology adoption. These findings underscore education’s central role in shaping AI adoption and the role of self-selection biases in AI-related research, stressing the need for inclusive design to ensure equitable access to emerging technologies.
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ULLOA, Roberto, Juhi KULSHRESTHA, Celina KACPERSKI, 2026. Opting out of generative AI : a behavioral experiment examining the role of education in Perplexity AI avoidance. In: Telematics and Informatics. Elsevier. 2026, 104, 102346. ISSN 0736-5853. eISSN 1879-324X. Verfügbar unter: doi: 10.1016/j.tele.2025.102346BibTex
@article{Ulloa2026-01Optin-76324,
title={Opting out of generative AI : a behavioral experiment examining the role of education in Perplexity AI avoidance},
year={2026},
doi={10.1016/j.tele.2025.102346},
volume={104},
issn={0736-5853},
journal={Telematics and Informatics},
author={Ulloa, Roberto and Kulshrestha, Juhi and Kacperski, Celina},
note={Article Number: 102346}
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<dcterms:abstract>The rise of conversational AI (CAI), powered by large language models, is transforming how individuals access and interact with digital information. However, these tools may inadvertently amplify existing digital inequalities. This study investigates whether differences in formal education are associated with CAI avoidance, i.e., the deliberate refusal or discontinuation of engaging with a CAI when the opportunity and demand arises. We leverage behavioral data from an online experiment (N = 1636) where participants were randomly assigned to one of three groups: a control group, a traditional online search task, or a CAI task (Perplexity AI). Task avoidance (operationalized as survey abandonment or providing unrelated responses during task assignment) was significantly higher in the CAI group (51 %) compared to the search (30.9 %) and control (16.8 %) groups, with the highest CAI avoidance among participants with lower education levels (∼74.4 %). Structural equation modeling based on the theoretical framework UTAUT2 and LASSO regressions reveal that education is strongly associated with CAI avoidance, even after accounting for various cognitive and affective predictors of technology adoption. These findings underscore education’s central role in shaping AI adoption and the role of self-selection biases in AI-related research, stressing the need for inclusive design to ensure equitable access to emerging technologies.</dcterms:abstract>
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