The Human-AI Interaction of AI Translation in Cross-Cultural Classrooms Based on the Theory of Interactive Media Effect
Abstract
This study examines how Chinese international students engage with AI translation tools in English-medium instruction (EMI) classrooms, focusing on their impact on learning processes and cross-cultural understanding. Drawing on the Human–AI Interaction Theory of Interactive Media Effects (HAII-TIME), the research integrates the “cues route” (interface design, algorithmic attributes, prior experience, and cognitive heuristics) and the “action route” (interaction, agency, social exchange, and mutual augmentation) to analyze human–AI collaboration in academic contexts. Data were collected through semi-structured interviews with 23 students, the majority of whom were enrolled in EMI programs in the United States, the United Kingdom, Australia, and Hong Kong SAR. Thematic analysis points out that AI translation preserves comprehension, eases anxiety, and fosters student engagement, yet its limitations in cultural adaptation and pragmatic nuances often necessitate compensatory strategies like cross-platform comparison and iterative prompting. Findings highlight the reciprocal interaction of cues and actions. The study substantiates and extends the HAII-TIME framework's explanatory efficacy. Underlines the necessity of transparency and cultural adaptability in tool design, and suggests practical strategies for embedding AI translation in cross-cultural education, while warning against the potential hazards of overreliance. Underlines the necessity of transparency and cultural adaptability in tool design, and suggests practical strategies for embedding AI translation in cross-cultural education, while warning against the potential hazards of overreliance.
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