High School Students’ Evaluation of AI-Generated Energy Recommendations: A Qualitative Study of Trust and Decision-Making

This paper examines the way high school students perceive the credibility of AI-generated energy recommendations and also justify how they choose to accept, modify or reject them. A qualitative design was taken and the semi-structured interviews with eight high school students were used. The respondents were asked three cases that concerned the use of washing machines, air conditioners, and energy-saving tips with explanatory details. The data were thematically analyzed. These results imply that the students have taken into account the applicability of recommendations to their domestic situation, the strength of evidence and coherence of explanations. Having knowledge about AI did not mean that participants trusted the specific recommendations. Household routines, comfort, and practical needs were also the factors that students took into account when determining whether to take the advice. Others wanted to get more information or confirmation prior to decision making. These results suggest the relevance of situational context, explanations that can be understood, and evidence in helping the students to evaluate AI generated energy recommendations. The research provides an understanding of the rationale of young users concerning the use of AI in making energy choices.