Learning with Artificial Intelligence or Learning from Human Teachers? A Review of the Psychological Implications for Children's Mental Health and Emotional Development

Abstract

Artificial intelligence (AI) is continuing to revolutionize the way educational methods are conducted, as it provides individualized teaching, adaptive learning and round-the-clock access to academic resources. Although AI shows enough promise to improve academic engagement and outcomes, its increasing role as a companion for children raises critical concerns regarding mental health, well-being and social learning. This review synthesises literature from developmental psychology, educational psychology and AI in education to outline psychological considerations of learning with an AI agent, as compared to a human teacher. This review critically examines important themes related to AI-assisted learning, teacher-student relationships, empathy, social–emotional development, critical thinking, and children`s mental health. The results suggests that AI enable cognitive learning through personalization, provision of immediate feedback, and increased accessibility. Yet, the human teacher is essential in developing empathy, emotional safety, grit, moral judgement and social skills through real relationships and relevant socialization. Interdisciplinary and longitudinal studies of children learning in school settings are called for but few currently exist of the long-term psychological effects of AI-assisted learning. In the end, it says AI should be considered as an aid to education rather than a replacement for human teachers. The ideal mix of human–AI partnership that serves to optimise educational advantages while maintaining the relational and developmental experiences central to children's mental health is necessary.