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Advances in Psychological Sciences and Applications
ISSN : -     EISSN : 30907071     DOI : https://doi.org/10.56741/apsa.v1i01.989
Advances in Psychological Sciences and Applications is an international, peer-reviewed journal dedicated to advancing the understanding and application of psychological science. APSA provides a platform for innovative research that bridges the gap between theory and practice, exploring how psychological principles can address real-world challenges. APSA publishes cutting-edge studies across diverse areas, including cognitive psychology, behavioral science, clinical and developmental psychology, neuropsychology, and social psychology. APSA emphasizes the integration of psychological science with practical applications in fields such as mental health, education, organizational behavior, and public policy. Key areas of focus include, but are not limited to, psychological interventions, mental health assessment and treatment, cognitive and behavioral therapies, social and emotional well-being, neuropsychological research, and the application of psychology in technology, health, and society. APSA also explores the psychological impact of emerging digital environments and technologies, investigating how these innovations influence human behavior and development.
Articles 11 Documents
AI in Education: Cognitive, Social, Affective, and Ethical Impacts on Human Behavior based on Human-Computer Interaction Theories Macasawang, Jehanie May A.
Advances in Psychological Sciences and Applications Vol. 1 No. 03 (2025): Forthcoming Issue - Advances in Psychological Sciences and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/apsa.v1i03.1297

Abstract

Incorporating Artificial Intelligence (AI) in education is reforming the dynamics of teaching and learning. Due to this, behavioural changes among students and educators triggered by using AI technologies must be studied. In this research, these behavioural changes among individuals in the academe were investigated, particularly in the cognitive, social, affective, and ethical dimensions of Human-Computer Interaction (HCI) theory. Based on a comprehensive literature review, this study examines how AI tools affect cognitive engagement, social interaction, emotional responses, and ethical decision-making. These impacts on behaviour in the educational setting were examined through HCI theories like Distributed Cognition, CASA (Computers as Social Actors), Affective Computing, and Socio-Technical Theory. Positive behavioural outcomes include enhanced cognitive support through reduced mental load, improved collaboration via AI-mediated platforms, increased emotional engagement through adaptive content, and tougher academic integrity enabled by AI-driven proctoring and plagiarism detection systems. However, the paper also identifies critical negative consequences such as cognitive over-reliance, diminished metacognitive reflection, reduced interpersonal interactions, cultural misinterpretation of emotions, and ethical concerns such as surveillance and algorithmic bias. The findings suggest that while AI tools can support human learning and teaching processes, their design and deployment must be guided by ethical principles and pedagogical considerations to allay risks. The study concludes with a call for thoughtful, human-centred AI integration in education that upholds fairness, engagement, and ethical standards.

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