Title: Distinguishing Between Cognitive and Emotional Pathways in the Adoption of Chatbots for Academic Feedback
Chair:
Dr. Iris Gertner-Moryossef
Department of of Management
Jerusalem Multidisciplinary College
Abstract/Description:
In the era of AI-based assessment, automated feedback has become a central tool in academic learning. This study examines how students activate two complementary pathways when receiving feedback from chatbots: a cognitive pathway, grounded in rational information processing, and an emotional pathway, rooted in affective responses to the feedback experience.
The cognitive pathway reflects analytical evaluation of feedback usefulness, value, and ease of use, capturing how students assess the contribution of chatbot feedback to their learning and performance. In parallel, the emotional pathway emphasizes perceived supportiveness, enjoyment, and encouragement, which enhance engagement and motivation.
Empirical findings show that both pathways significantly predict students’ behavioral intention to use chatbot-based feedback, with the cognitive pathway exerting a stronger influence. Together, the findings highlight the importance of integrating both cognitive and emotional dimensions in the design and implementation of AI-based formative assessment.