Analysis of interaction with AI-assisted writing tools

Celia Gallardo Herrerias

doi:10.31637/epsir-2026-2952

Autores/as

Celia Gallardo Herrerias University of Almería https://orcid.org/0000-0001-5515-1269

DOI:

https://doi.org/10.31637/epsir-2026-2952

Palabras clave:

artificial intelligence, leadership, oratories, mental stress, learning

Resumen

Introduction: The educational application of AI requires a responsible leadership as well as compensation of PSA, that is, significantly contributing to the students’ well-being. Methodology: Two types of approaches have been executed: (1) the validation of the leadership scale in 470 teachers in Spain, using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA); and (2) the analysis of PSA in 55 university students in Italy & the UK, recorded via heart rate (HR) biosensors, artificial intelligence-supported facial analysis (CNN), in addition to the PSAS. Results: The leadership scale led to a valid four-component solution of factors - Empowerment, Orientation, Caution, & Collaboration, with excellent fit indices, namely CFI = 0.977 & RMSEA = 0.067. K-mean analysis of the students’ processed physiological information yielded differences in stress levels, in which the average HR measured 149.8 bpm in the high-stress group. Conclusion: The effectiveness of AI adoption is contingent upon having a visionary, whereas having ethical leaders is a prerequisite rather than having mere technological accessibility.

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Citas

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