NEUROMARKETING STUDY OF STUDENTS’ PERCEPTIONS OF AI-ASSISTED ONLINE LEARNING

Abstract

The article presents neuromarketing research on students’ perception of online classes that use artificial intelligence in the form of a digital avatar. The purpose of this article is to analyze theoretical material and describe an experiment using neuromarketing methods to compare the level of perception of video lectures delivered by artificial intelligence (a digital avatar) and those delivered by a real instructor. The relevance of the topic is associated with the growing role of digital technologies and the expanding use of online learning. To assess students’ perception of video lectures, Face Reading equipment was used, enabling neuromarketing measurements. Students’ perception of lecture material was examined through various negative, positive, and neutral emotional responses. Empirical research showed that the digital avatar elicited predominantly negative emotions among students, which negatively affected the process of learning and memorizing the material. At the same time, lectures delivered by a real instructor demonstrated lower intensity of emotional reactions but were characterized by a higher number of positive emotions and a lower level of negative ones. Overall, based on the results of the study, it can be concluded that video lectures using a digital avatar reduce students’ perception and retention of information.