Paper Type
ERF
Abstract
Higher education is being transformed by generative AI. Despite this, trust, reliance, and ethical awareness in students remain unclear. The study examined students lived interactions with AI over time using a diary-based qualitative design. Our research found that AI adoption isn't linear. Emotional comfort, task demands, and ethical reflection shape it. Students move from assistance to co-creation, from broad skepticism to situated competence, and from privacy concerns to mature ethical practices. Due to this, paradoxes emerge - transparency and bias, efficiency and overreliance, and automation and empathy. Our final synthesis found AI literacy that preserves agency, authorship, and critical judgment is crucial for responsible AI integration.
Paper Number
1812
Recommended Citation
Dhillon, Simran; Li, Audrey; and Dhillon, Gurpreet, "Paradoxes in Human-AI Interaction: A Diary Study" (2026). AMCIS 2026 Proceedings. 20.
https://aisel.aisnet.org/amcis2026/sig_ed/sig_ed/20
Paradoxes in Human-AI Interaction: A Diary Study
Higher education is being transformed by generative AI. Despite this, trust, reliance, and ethical awareness in students remain unclear. The study examined students lived interactions with AI over time using a diary-based qualitative design. Our research found that AI adoption isn't linear. Emotional comfort, task demands, and ethical reflection shape it. Students move from assistance to co-creation, from broad skepticism to situated competence, and from privacy concerns to mature ethical practices. Due to this, paradoxes emerge - transparency and bias, efficiency and overreliance, and automation and empathy. Our final synthesis found AI literacy that preserves agency, authorship, and critical judgment is crucial for responsible AI integration.
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