"Would You Want an AI Tutor?" Understanding Stakeholder Perceptions of LLM-based Systems in the Classroom

Abstract

In recent years, Large Language Models (LLMs) rapidly gained popularity across all parts of society, including education. After initial skepticism and bans, many schools have chosen to embrace this new technology by integrating it into their curricula in the form of virtual tutors and teaching assistants. However, neither the companies developing this technology nor the public institutions involved in its implementation have set up a formal system to collect feedback from the stakeholders impacted by them. In this paper, we argue that understanding the perceptions of those directly or indirectly impacted by LLMs in the classroom, including parents and school staff, is essential for ensuring responsible use of AI in this critical domain. Our contributions are two-fold. First, we propose the Contextualized Perceptions for the Adoption of LLMs in Education (Co-PALE) framework, which can be used to systematically elicit perceptions and inform whether and how LLM-based tools should be designed, developed, and deployed in the classroom. Second, we explain how our framework can be used to ground specific rubrics for eliciting perceptions of the relevant stakeholders in view of specific goals and context of implementation. Overall, Co-PALE is a practical step toward helping educational agents, policymakers, researchers, and technologists ensure the responsible and effective deployment of LLM-based systems across diverse learning contexts.

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