Abstract
ABSTRACTThis study investigates the role of trust in human‐AI collaboration in K‐12 education, focusing on generative AI. Using a two‐factor experimental design (n = 26), we examined attitudes toward AI and creativity level as independent variables and assessed cognitive trust, affective trust, perceptions of usability, and continuance intention to use generative AI tools in text‐to‐text (ChatGPT) and text‐to‐image (Canva) tasks. The results is analyzed with two‐way ANOVA, we find that: (1) text‐to‐text human‐AI collaboration tends to foster higher emotional engagement and trust compared to text‐to‐image human‐AI collaboration; (2) perceptions of usability and continuance intention to use are slightly higher in text‐to‐text interactions, suggesting a preference for text‐based generative AI tools; (3) significant interactive effects between attitudes toward AI and creativity were observed across all measured variables, highlighting the importance of considering both factors in understanding and improving human‐AI collaboration in educational settings, contributing to research on generative AI for learning assistance.
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