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Impact of AI Literacy Education on Adults’ Ability to Distinguish Human and Machine Decisions

Abstract

AI literacy education refers to learning that equips individuals with knowledge and skills to understand artificial intelligence, its applications, capabilities, limitations, and influence on decision-making, while the ability to distinguish human and machine decisions concerns adults’ capacity to identify whether a decision has been made primarily by a person or generated or supported by an AI system. As AI technologies are increasingly used in workplaces, financial services, education, healthcare, communication, and other areas of everyday life, adults need sufficient knowledge to understand the role of AI in decisions that affect them. The purpose of this study is to examine the impact of AI literacy education on adults’ ability to distinguish human and machine decisions. AI literacy education can expose adults to fundamental concepts such as automated decision-making, algorithmic systems, machine-generated outputs, human judgment, AI-assisted decisions, and the limitations of artificial intelligence. Through structured learning activities, adults can examine how AI systems process information and produce recommendations, classifications, predictions, or other outputs. Such education can help learners understand the differences between decisions made independently by humans, decisions generated by machines, and decisions in which humans and AI systems work together. Adults’ ability to distinguish human and machine decisions involves recognizing the characteristics and processes associated with different forms of decision-making. Adults with relevant AI knowledge may be better equipped to examine the source of a decision, identify signs of automated involvement, and determine whether human judgment or machine-based processing played a major role. Developing this ability can help adults interact more critically with AI-enabled services and avoid assuming that all decisions presented through digital systems are made solely by human professionals. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate assessment designed to measure participants’ ability to distinguish human and machine decisions. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the impact of AI literacy education on adults’ ability to distinguish human and machine decisions. The study is expected to establish that AI literacy education has a positive impact on adults’ ability to distinguish human and machine decisions. It is anticipated that adults exposed to relevant AI literacy activities will demonstrate improved ability to identify the role of artificial intelligence in different decision-making situations. The study may also reveal that greater understanding of automated systems, AI-assisted processes, and human oversight strengthens adults’ ability to evaluate the source and nature of decisions encountered in everyday and professional settings. The findings are expected to have important implications for Adult Education practitioners and programme developers. Incorporating practical AI decision-making scenarios into adult learning programmes can provide opportunities for learners to compare human decisions, machine-generated decisions, and AI-assisted decisions. Such activities may strengthen adults’ ability to question digital processes, identify the involvement of AI, and understand when human judgment remains important in technology-supported environments. The study will be significant to adult learners, Adult Education practitioners, employers, technology users, community organisations, and policymakers interested in responsible AI engagement. It is recommended that adult education programmes should incorporate practical AI literacy activities covering automated decision-making, machine-generated outputs, human judgment, AI-assisted decisions, AI limitations, and human oversight. The study concludes that effective AI literacy education can improve adults’ ability to distinguish human and machine decisions and support more informed engagement with AI-enabled decision-making systems.

Keywords: AI Literacy Education, Artificial Intelligence, Human Decisions, Machine Decisions, Automated Decision-Making, AI-Assisted Decisions, Human Judgment, Machine-Generated Outputs, AI Systems, Algorithmic Decision-Making, AI Awareness, Digital Literacy, Human Oversight, Responsible AI Use, Adult Learning