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

Kurzanzeige
dc.contributor.authorKaufmann, Esther
dc.contributor.authorBudescu, David V.
dc.date.accessioned2021-11-15T14:14:37Z
dc.date.available2021-11-15T14:14:37Z
dc.date.issued2020eng
dc.description.abstractThe 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.eng
dc.description.versionpublishedeng
dc.identifier.doi10.1111/jedm.12251eng
dc.identifier.urihttps://kops.uni-konstanz.de/handle/123456789/55541
dc.language.isoengeng
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dc.subject.ddc150eng
dc.titleDo Teachers Consider Advice? : On the Acceptance of Computerized Expert Modelseng
dc.typeJOURNAL_ARTICLEeng
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@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.}
}
kops.citation.iso690KAUFMANN, 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.12251deu
kops.citation.iso690KAUFMANN, 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.12251eng
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kops.sourcefieldJournal of Educational Measurement. Wiley-Blackwell - SSH. 2020, <b>57</b>(2), pp. 311-342. ISSN 0022-0655. eISSN 1745-3984. Available under: doi: 10.1111/jedm.12251deu
kops.sourcefield.plainJournal of Educational Measurement. Wiley-Blackwell - SSH. 2020, 57(2), pp. 311-342. ISSN 0022-0655. eISSN 1745-3984. Available under: doi: 10.1111/jedm.12251deu
kops.sourcefield.plainJournal of Educational Measurement. Wiley-Blackwell - SSH. 2020, 57(2), pp. 311-342. ISSN 0022-0655. eISSN 1745-3984. Available under: doi: 10.1111/jedm.12251eng
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source.periodicalTitleJournal of Educational Measurementeng
source.publisherWiley-Blackwell - SSHeng

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