The Role of AI Anxiety and Attitudes Shaping Healthcare Perceptions among Jordanian Children

As Artificial Intelligence (AI) technologies become increasingly integrated into healthcare settings, healthcare professionals need to understand children's psychological responses to AI to ensure its appropriate and informed implementation.

This study aims to examine how subcomponents of AI anxiety —“AI learning anxiety, AI configuration anxiety, job replacement anxiety, and sociotechnical blindness” — influence children's general attitudes toward AI.

A “cross-sectional” study was conducted with a sample of 400 children in Jordan. The study commenced in February 2025 and concluded in May of the same year. Data were collected through an anonymous web-based survey designed for Jordanian children. Responses were obtained using two self-report questionnaires, along with a demographic information form. Descriptive statistics, including means, frequencies, standard deviations, and percentages, were used to summarize the demographic data. Inferential statistical analyses, including “Spearman’s and Pearson’s correlation coefficients” as well as “hierarchical multiple linear regression”, were conducted using SPSS version 26.

Correlational and regression analyses revealed that AI learning anxiety (β = 0.437, p < 0.001) and AI configuration anxiety (β = 0.266, p < 0.001) were significant positive predictors of positive attitudes toward AI, suggesting that certain levels of anxiety may reflect engagement rather than resistance. Conversely, job replacement anxiety (β = –0.615, p < 0.001) and sociotechnical blindness (β = –0.232, p < 0.001) emerged as strong negative predictors of positive attitudes.

The findings underscore the importance of interprofessional approaches that integrate pediatric healthcare providers and mental health practitioners to foster digital literacy and emotional preparedness among children. As AI becomes increasingly integrated into child-centered healthcare modalities, establishing a balanced understanding and cultivating emotional readiness are crucial. Early, proactive, and supportive interventions may facilitate healthy engagement with AI and equip children with the competencies and confidence needed to navigate an increasingly dynamic technological landscape.