Abstract

The increasing pervasiveness of Artificial Intelligence (AI) within our daily lives necessitates a deeper understanding of how trust shapes our evolving relationship with technology. This mixed-methods study investigates how educational level, self-perceived ‘tech-savviness’, and emotional responses to tech absence, influences individual reliance on, and trust in, AI. Quantitative analysis reveals that individuals who have been in educational institutions for longer periods (e.g. obtained Master degrees) demonstrate greater trust in AI, leading to stronger reliance, particularly for recommendations scores. Qualitative analysis uncovers a complex interplay between trust, convenience, task-specific trust, and concerns about autonomy. A striking finding is the prevalence of negative emotions, including a sense of "incompleteness," during tech absence, especially among the tech-savvy group. This highlights how reliance can extend beyond functional utility and become psychologically intertwined with trust, potentially impacting self-perception. These findings challenge traditional models of technology adoption and emphasize the need for frameworks that consider the psychological dimensions of trust in understanding AI reliance. The interplay between education, trust-based reliance, and psychological factors will be crucial for individual adaptability and resilience in an increasingly AI-driven world.