Exploring Human-AI Communication in the Digital Era: A Need to Develop New Theories for Human-AI Communication

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DOI:

https://doi.org/10.61424/issej.v2i2.181

Keywords:

Human AI Communication, Digital Communication, Communication Psychology, Artificial Intelligence

Abstract

Over the last few years, a rather popular topic has emerged regarding how people communicate with artificial intelligence due to the availability of data or, more so, the interactions that they tend to mimic. The area of interest in the present work is the subtleties that may occur in the interaction between artificial intelligence and people for the development of a timely and adequate model comprehensively covering both the technical and psychological characteristics of such relationships. The present study draws on theories of communication and adopts discourse analysis to offer a different paradigm for human-technology relations. To this end, the extent to which deep and machine learning technologies will influence digital communication will be analyzed to determine its efficiency, the social psychological repercussions of employing an AI for communication will be examined, and the efficiency of communicating with an AI through text, voice, and call modes that affects at least two third persons will be critically analyzed. As with the current study, there are also in-built experimental research components to investigate the participants’ cognitive and emotional responses to the presence of communication technology in the interaction. The outcomes are expected to advance theory and practice in the area by allowing the generation of improved AI systems for interaction with users and equipping users with tools for forming and exercising Interpersonal Relationships even in interactions with Artificial Intelligence systems.

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Published

2025-01-08 — Updated on 2025-01-08

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How to Cite

Ayub, A. (2025). Exploring Human-AI Communication in the Digital Era: A Need to Develop New Theories for Human-AI Communication. International Social Sciences and Education Journal , 2(2), 30–36. https://doi.org/10.61424/issej.v2i2.181