PRIMARY SCHOOL PUPILS’ EMOTIONAL RESPONSES TO INTERACTING WITH ARTIFICIAL INTELLIGENCE: INTEREST, TRUST, AND ANXIETY

Abstract

This article examines primary school pupils’ emotional responses to using artificial intelligence (AI) technologies in education, with particular attention to interest, trust, and anxiety, through a theoretical and analytical approach. It outlines pedagogical and psychological conditions for supporting pupils’ psychological safety in digital learning environments, fostering well-founded trust in technology, and encouraging cognitive interest. Practical recommendations for reducing anxiety associated with the use of AI tools are also presented.