AI in Service Interactions

Proceedings of the 19th International Joint Conference on Artificial Intelligence

Artificial Intelligence in Education: A Review

The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors' duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students' assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students' needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.

Artificial Intelligence in Service

Artificial intelligence (AI) is increasingly reshaping service by performing various tasks, constituting a major source of innovation, yet threatening human jobs. We develop a theory of AI job replacement to address this double-edged impact. The theory specifies four intelligences required for service tasks—mechanical, analytical, intuitive, and empathetic—and lays out the way firms should decide between humans and machines for accomplishing those tasks. AI is developing in a predictable order, with mechanical mostly preceding analytical, analytical mostly preceding intuitive, and intuitive mostly preceding empathetic intelligence. The theory asserts that AI job replacement occurs fundamentally at the task level, rather than the job level, and for “lower” (easier for AI) intelligence tasks first. AI first replaces some of a service job’s tasks, a transition stage seen as augmentation, and then progresses to replace human labor entirely when it has the ability to take over all of a job’s tasks. The progression of AI task replacement from lower to higher intelligences results in predictable shifts over time in the relative importance of the intelligences for service employees. An important implication from our theory is that analytical skills will become less important, as AI takes over more analytical tasks, giving the “softer” intuitive and empathetic skills even more importance for service employees. Eventually, AI will be capable of performing even the intuitive and empathetic tasks, which enables innovative ways of human–machine integration for providing service but also results in a fundamental threat for human employment.

How artificial intelligence will change the future of marketing

Abstract In the future, artificial intelligence (AI) is likely to substantially change both marketing strategies and customer behaviors. Building from not only extant research but also extensive interactions with practice, the authors propose a multidimensional framework for understanding the impact of AI involving intelligence levels, task types, and whether AI is embedded in a robot. Prior research typically addresses a subset of these dimensions; this paper integrates all three into a single framework. Next, the authors propose a research agenda that addresses not only how marketing strategies and customer behaviors will change in the future, but also highlights important policy questions relating to privacy, bias and ethics. Finally, the authors suggest AI will be more effective if it augments (rather than replaces) human managers.

A cross-national assessment of artificial intelligence (AI) Chatbot user perceptions in collegiate physics education

This study explores the perception of artificial intelligence (AI )-based Chatbots, specifically Open AI’s ChatGPT use, among physics students in four universities in Ghana, Jordan, and the United States. We utilized a survey instrument adapted from the Technology Acceptance Model (TAM) to elicit responses from 804 students. TAM constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEU), Subjective Norms (SN), Attitude Towards Technology Use (ATU), Behavioral Intention (BI), and User Behavior (UB) were assessed. We also assessed perceptions of ethical use (EU) and student learning outcomes (SLO) using a Structural Equation Model (SEM) approach. A measurement model had good fit indices and validated most hypotheses. A path analysis (PA) for hypothesized relationships suggested PEU and SN are significant predictors of BI and UB, whereas PU's influence on BI was indirect. Significantly, EU concerns negatively moderated the relationship between BI and UB, suggesting that higher ethical concerns can reduce ChatGPT usage. Cross-cultural analysis uncovered significant differences in perceptions and usage patterns influenced by institutional policies, academic levels, and demographic factors. Our findings affirm TAM's robustness in predicting technology use across various cultural and institutional settings. Findings also underscore the crucial roles of social influence in fostering positive user behaviors for Chat GPT. This study provides insights for educators and policymakers to develop strategies for integrating AI Chatbots responsibly and effectively in collegiate physics education while addressing ethical concerns. A longitudinal survey of the relationships between consistent AI Chatbot use, institutional support, student motivation, and learning outcomes is recommended.