Clarke, Sam ORCID: https://orcid.org/0009-0000-9297-3835 (2026) Oak National Academy’s Aila, Education AI Companies and the Anthropomorphising of AI. The British Journal of Educational Studies. pp. 1-29.

Preview

Text Oak National Academy s Aila Education AI Companies and the Anthropomorphising of AI.pdf - Published Version Download (1MB) | Preview

Abstract

The integration of artificial intelligence (AI) in education is becoming increasingly prevalent, with educational AI companies employing diverse marketing strategies to engage educators. This paper investigates the extent to which these companies utilise anthropomorphic language on their websites as part of their communication, focusing on how such language shapes perceptions and expectations among educators. The research centres around Aila, an AI tool developed by Oak National Academy and endorsed by the Department for Education (DfE) in 2025, alongside four prominent private education AI companies. Using the AnthroScore tool, which quantifies anthropomorphic language, the paper reveals that all examined companies employ varying degrees of anthropomorphism in their external communications. While such language can foster engagement and encourage adoption, it raises critical ethical questions regarding the potential for misleading users about the capabilities and limitations of AI. The findings underscore the importance of transparent communication, particularly in light of the DfE’s endorsement of Aila, which legitimises the use of AI in educational settings. This paper calls for a movement away from the use of anthropomorphism of educative AI tools and instead asks how AI developers can market AI as a co-creator of knowledge to expand the boundaries of co-agentic inquiry.

Item Type:	Article
Status:	Published
DOI:	10.1080/00071005.2026.2625702
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1028.43 Artificial intelligence. Educational applications
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/14044

University Staff: Request a correction | RaY Editors: Update this record