Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI

Jul 16, 2026

AI-based technologies in K-12 classrooms involve multiple stakeholders with different roles, making it essential to understand how their perspectives align or diverge. The study explores teacher and student (mis)alignment regarding how control over student-AI decision-making should work, with a speed-dating design using storyboards in Germany. Pair-matching analysis identifies mismatches about trust in AI and social-emotional aspects of learning with AI, and highlights how teacher-student relationships beyond AI use shape views and interactions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

Introduction

Classroom AI interactions and stakeholder roles

Need to examine teacher-student view alignment

Study approach and objectives

arXiv :2607 .0 1506v 1 [ cs .HC] 1 Jul 2026 Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI TOMOHIRO NAGASHIMA, Saarland University, Saarland Informatics Campus, Germany LISA SIEGRIST, University of St. Gallen, Switzerland NIKLAS SCHOLZ, RWTH Aachen University, Germany SHINTARO SATO, Saarland University, Saarland Informatics Campus, Germany MARTINA VINCOLI, ETH Zürich, Switzerland MAN SU, The Leibniz-Institut für Wissensmedien (IWM), Germany As Artificial Intelligence (AI)-based technologies have been integrated into school classrooms where multiple stakeholders (with different roles) interact with each other, it is critical to deeply understand stakeholder views in the classroom. In particular, prior work has not fully uncovered how teachers’ and school students’ views might or might not align well with each other, especially in K-12 classrooms. We conducted a speed-dating study using storyboards with 16 school students and 15 school teachers in Germany to investigate alignmentsand misalignments between their views on student-AI decision-making control in K-12 classroom. Through an explicit pair-matching analysis, we found that students and teachers had misaligned views on several key topics, including how much they trust AI and social and emotional aspects of student learning with AI. Findings also revealed the importance of teacher-student relationships outside of AI use that shape stakeholders’ views and interactions. We discuss potential reasons for the observed misaligned views and strategies to fill the perspective gaps. This study illustrates the complexities of preferences in teacher-student-AI interactions that depend on the dynamic relations among the stakeholders. CCS Concepts: • Human-centered computing → Empirical studies in HCI. Additional Key Words and Phrases: Educational technology, Multi-stakeholder decision making, Personalized learning, Human-centered AI, Intelligent tutoring systems ACM Reference Format: Tomohiro Nagashima, Lisa Siegrist, Niklas Scholz, Shintaro Sato, Martina Vincoli, and Man Su. 2026. Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI. Proc. ACM Hum.-Comput. Interact. 10, 6, Article CSCW124 (October 2026), 31 pages. [https:](https:)//[doi.org/10.1145/3816972](doi.org/10.1145/3816972) 1 Introduction Recent years have witnessed an increased integration of Artificial Intelligence (AI)-based technologies into everyday environments where multiple stakeholders interact with each other in a complex manner (e.g., voice assistance for family home) [26, 53, 61] . Of many everyday environments, one Authors’ Contact Information: Tomohiro Nagashima, [nagashima@cs.uni-saarland.de](nagashima@cs.uni-saarland.de), Saarland University, Saarland Informatics Campus, Saarbrücken, Germany; Lisa Siegrist, University of St. Gallen, St. Gallen, Switzerland, [lisa.siegrist@unisgh.ch](lisa.siegrist@unisgh.ch); Niklas Scholz, RWTH Aachen University, Aachen, Germany, [niklas.scholz@rwth-aachen.de](niklas.scholz@rwth-aachen.de); Shintaro Sato, Saarland University, Saarland Informatics Campus, Saarbrücken, Germany, [sato@cs.uni-saarland.de](sato@cs.uni-saarland.de); Martina Vincoli, ETH Zürich, Zürich, Switzerland, [martina.vincoli@gess.ethz.ch](martina.vincoli@gess.ethz.ch); Man Su, The Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany, [m.su@iwm-tuebingen.de](m.su@iwm-tuebingen.de). This work is licensed under a Creative Commons Attribution 4 .0 International License. © 2026 Copyright held by the owner/author(s) . ACM 2573-0142/2026/10-ARTCSCW124 [https://doi.org/10.1145/3816972](https://doi.org/10.1145/3816972) Proc. ACM Hum.-Comput. Interact., Vol. 10, No. 6, Article CSCW124 . Publication date: October 2026 . of the important, complex places where multiple stakeholders interact with each other with AI is K-12 school classrooms [

FAQs

研究关注的核心问题是什么？

研究关注教师与K-12学生对“学生在与AI互动时的决策控制与代理（control and agency）”相关观点是否一致或存在偏差。

研究采用了怎样的方法来比较教师和学生的观点？

研究使用基于故事情节（storyboards）的“速度约会”式研究，并对16名学生与15名教师进行配对匹配分析。

研究发现的主要不一致点有哪些？

教师与学生在多个关键议题上出现错位，尤其涉及对AI的信任程度，以及借助AI学习时学生的社会与情感（social and emotional）层面。

Jul 16, 2026

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