Student Reactions to AI-Replicant Professor in an Econ 101 Teaching Video
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Universidad de Murcia
info
ISSN: 1885-5628
Year of publication: 2025
Issue: 37
Pages: 38-50
Type: Article
More publications in: e-pública: revista electrónica sobre la enseñanza de la economía pública
Abstract
This paper examines the pedagogical application of artificial intelligence tools through a case study in which an AIreplicated professor delivers a teaching video in an introductory economics course. With a sample of 97 students from Economics and Business programs in Spain, the study compares the perceived utility of the content when the AI origin is disclosed versus when it is not. The material received a high rating from the students. However, findings indicate that students informed about the AI involvement rate the material significantly lower, suggesting an inherent bias against AI-generated content. The implications for integrating AI tools into Public Economics education are discussed, with recommendations for maximizing benefits and mitigating potential risks.
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