EMPIRICAL INVESTIGATIONS OF THE ETHOS AND PATHOS OF ARTIFICIAL INTELLIGENCE PEDAGOGY IN ACCOUNTING EDUCATION
Keywords:
Accounting Education, Artificial Intelligence, Emotional Impact, Ethical Behavior, Pedagogy, Ethos and Pathos.Abstract
The study examined the ethical behaviour (ethos) and emotional impact (pathos) of AI in college based-programme from the perspectives of students and educators. The study adopted a descriptive survey research design, involving a total sample of 165 students and 12 educators. It was found out that students are more concerned about being able to use AI to solve academic problem than the ethical and emotional challenges of using AI. Educators however are concerned about ethical issues such as trust issues associated with AI algorithm application as well as the emotional fallout of job losses due to AI usage in administration. The test of the first hypothesis revealed that there is no significant difference between the ethical behaviour of students and educators associated with the integration of AI in accounting education pedagogy. The test of the second hypothesis revealed that there is no significant difference in the emotional behaviour of students and educators associated with the adoption of AI in accounting education pedagogy. It was therefore recommended, among others, that relevant ethical behaviour and skillful use of AI in learning and problem solving should be encouraged among students of accounting education.
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