This study investigates the acceptability of different artificial intelligence (AI) applications in education from a multi-stakeholder perspective, including students, teachers, and parents. Acknowledging the transformative potential of AI in education, it addresses concerns related to data privacy, AI agency, transparency, explainability and the ethical deployment of AI. Through a vignette methodology, participants were presented with four scenarios where AI's agency, transparency, explainability, and privacy were manipulated. After each scenario, participants completed a survey that captured their perceptions of AI's global utility, individual usefulness, justice, confidence, risk, and intention to use each scenario's AI if available. The data collection comprising a final sample of 1198 multi-stakeholder participants was distributed through a partner institution and social media campaigns and focused on individual responses to four AI use cases. A mediation analysis of the data indicated that acceptance and trust in AI varies significantly across stakeholder groups. We found that the key mediators between high and low levels of AI's agency, transparency, and explainability, as well as the intention to use the different educational AI, included perceived global utility, justice, and confidence. The study highlights that the acceptance of AI in education is a nuanced and multifaceted issue that requires careful consideration of specific AI applications and their characteristics, in addition to the diverse stakeholders' perceptions.

翻译：本研究从学生、教师及家长等多重利益相关方的视角，探讨了不同人工智能（AI）应用在教育中的可接受性。在承认AI对教育具有变革潜力的同时，本研究关注了数据隐私、AI自主性、透明度、可解释性以及AI伦理部署等关切问题。通过情境实验法，参与者被呈现了四个场景，其中AI的自主性、透明度、可解释性和隐私性被加以操控。每个场景结束后，参与者完成了一份调查问卷，以获取他们对AI的全局效用、个人有用性、公正性、信心、风险感知以及使用该场景中AI（如可用）的意向等认知。数据收集通过合作机构及社交媒体活动分发，最终样本包含1198名来自多重利益相关方的参与者，聚焦于对四种AI用例的个体响应。对数据进行的中介分析表明，不同利益相关方群体对AI的接受度和信任度存在显著差异。研究发现，在AI自主性、透明度及可解释性的高低水平与使用不同教育AI的意向之间，关键中介变量包括感知全局效用、公正性和信心。本研究强调，教育领域AI的接受度是一个微妙且多层面的问题，需在考虑特定AI应用及其特性的基础上，结合不同利益相关方的认知进行审慎考量。