Publikation:

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

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2020

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Budescu, David V.

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https://doi.org/10.1111/jedm.12251
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Journal of Educational Measurement. Wiley-Blackwell - SSH. 2020, 57(2), pp. 311-342. ISSN 0022-0655. eISSN 1745-3984. Available under: doi: 10.1111/jedm.12251

Zusammenfassung

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.

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150 Psychologie

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ISO 690KAUFMANN, Esther, David V. BUDESCU, 2020. Do Teachers Consider Advice? : On the Acceptance of Computerized Expert Models. In: Journal of Educational Measurement. Wiley-Blackwell - SSH. 2020, 57(2), pp. 311-342. ISSN 0022-0655. eISSN 1745-3984. Available under: doi: 10.1111/jedm.12251
BibTex
@article{Kaufmann2020Teach-55541,
  year={2020},
  doi={10.1111/jedm.12251},
  title={Do Teachers Consider Advice? : On the Acceptance of Computerized Expert Models},
  number={2},
  volume={57},
  issn={0022-0655},
  journal={Journal of Educational Measurement},
  pages={311--342},
  author={Kaufmann, Esther and Budescu, David V.}
}
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