Abstract:While prior work has examined patterns of adoption and social norms around AI use, less is known about how emotional factors, such as shame and guilt, shape students use of AI tools. We present an interview study with 19 computing students through a functionalist perspective of shame and guilt, which interprets emotions as social signals that regulate behavior. Our findings show that these emotions regulate when and how students make their use visible, as they engage in hiding behaviors and selective disclosure. Students described shaming themselves, their peers, and even faculty for using AI. Shame and guilt often coexist with continued AI use, creating cycles of reduced agency and moral tension rather than promoting behavior change. Students described feeling tensions between their AI use and their identities as competent, hardworking, or ethical computing students. Students also used language and metaphors of addiction to describe their experiences. These results highlight the need to consider the socio-emotional aspects of AI use, which may be influenced by how AI policies are implemented and enforced. We discuss classroom practices that can foster healthy, open discussion and support responsible AI use.
From: Stephen MacNeil [view email]
[v1]
Fri, 12 Jun 2026 19:55:52 UTC (110 KB)
此内容由惯性聚合(RSS阅读器)自动聚合整理，仅供阅读参考。 原文来自 — 版权归原作者所有。