Abstract
ABSTRACT Amidst the rapid evolution and integration of AI within higher education, there is an urgent need to explore students’ perceptions of AI-based learning. Despite the growing scholarly discussion, little attention has been given to whether students’ expectations of their instructors influence their views on AI-driven education. To fill this void, this study gathered data from undergraduate students in the U.S. A key finding reveals the crucial role of perceived social presence in AI instructors. Specifically, students with high expectations for instructor nonverbal immediate behaviors demonstrate more positive perceptions of AI-based education when they experience stronger social presence in their AI instructor. These results underscore the importance of social presence and provide initial insights into how student expectations of instructors shape their evaluation of AI-led educational approaches.
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