Pedagogy 2025
Abstract
The rapid integration of Artificial Intelligence (AI) into educational environments has introduced a new class of negative pedagogical and psychological experiences that require systematic attention. This paper adapts the psychological concept of “Ouch Moments”, which are “brief exchanges where an insult or slight is expressed from one person to another,” to propose the “AI Ouch Moment:” an event wherein a student or educator experiences negative emotional consequences resulting from an AI system’s actions or outputs. Distinct from general technological frustration, the AI Ouch Moment is characterized by the unique psychological response to impersonal yet intimate algorithmic harm, where the lack of human intention or accountability worsens feelings of powerlessness. This paper presents an initial, exploratory typology of algorithmic injury in learning environments. As these AI-induced harms are an emergent and deeply personal phenomenon, this paper employs autoethnography as a method suited for capturing lived experience and a foundation for future inquiry. From this reflective analysis, we identify three distinct categories of harm: Psychological Ouches (cognitive offloading leading to learned helplessness), Existential Ouches (separation from process and outcomes), and Systemic Ouches (the amplification of societal biases). The paper examines how these individual moments aggregate into expressions of deeper tensions between technological efficiency and pedagogical values. The paper argues that recognizing and naming these moments provides essential groundwork for moving beyond reactive policies toward the development of ethically informed, pedagogically sound practices. It concludes by outlining practical frameworks for educators to transform Ouch Moments into opportunities for critical AI literacy and resilience-building.
Darya Ramezani is an educator and PhD student at Drexel University’s Antoinette Westphal College of Media Arts & Design. Drawing on her background in psychology and digital media, her research focuses on the intersection of generative AI, educational equity, and student creativity. She also studies serious games and other emerging technologies such as Blockchain and the Metaverse in the educational sector.
Michael G Wagner is Professor of Digital Media and Head of the Digital Media Department at Drexel University’s Antoinette Westphal College of Media Arts & Design, where he also directs the Digital Media PhD program. His research investigates the theoretical foundations and practical applications of emerging digital technologies, with particular focus on immersive audio, educational media, computer games, blockchain technology, and generative artificial intelligence. Through this interdisciplinary lens, he examines how these technologies reshape educational paradigms and creative practices.