Adaptation of the AIlessphobia Scale in Education in a Sample of Spanish Adolescents

Authors

DOI:

https://doi.org/10.9781/ijimai.2026.2258

Keywords:

Artificial Intelligence, Education, Nomophobia, Phobia, Scale
Supporting Agencies
This work was supported by the Institute of Transfer and Research [Instituto de Transferencia e Investigación (ITEI)] [ITEI B24-012 & B24-013] of the Vice-Rectorate for Transfer at the Universidad Internacional de La Rioja (UNIR).

Abstract

The exponential growth of Artificial Intelligence (AI) in education has given rise to a new phenomenon: AIlessphobia, the fear of lacking access to AI for educational tasks. To measure this emerging construct, a specific instrument is needed. Therefore, this study aimed to validate a Spanish version of an AIlessphobia assessment scale for adolescents. The research involved 1,905 (49.2% boys) students aged 11-14 from 26 schools (mean age 12.60±0.82 years). Results revealed that 64.4% of participants had used AI applications or websites, primarily for academic purposes. The confirmatory factor analysis demonstrated adequate fit indices for a two-factor correlated model and sex invariance. The scale showed high item-total correlations, satisfactory factor loadings, and strong reliability indicators. A positive correlation was found between AIlessphobia and nomophobia. No significant sex differences were observed across Secondary Education courses. Scores between 18-22 points per dimension or above 36 points total could indicate problematic levels. The study concludes by discussing practical implications and educational needs.

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Author Biographies

Joaquín González-Cabrera, Universidad Internacional De La Rioja

Joaquín González-Cabrera, PhD, is a senior researcher at the Institute for Transfer and Research and the director of the Cyberpsychology consolidated research group at Universidad Internacional de La Rioja (UNIR), Spain. His research interests focus on school coexistence and bullying, internet risks, online parental mediation and psycho-educational prevention/intervention programs.

Ángel Prieto-Fidalgo, University of the Basque Country

Ángel Prieto-Fidalgo, PhD, is an assistant professor and researcher at the University of the Basque Country (UPV/EHU), Spain. His research interests focus on Mindfulness, Looming and Social Anxiety in Youth.

Adoración Díaz-López, Universidad Internacional De La Rioja

Adoración Díaz López is Doctor of Education from the University of Murcia. She currently works at the Faculty of Education of Universidad Internacional de La Rioja (UNIR), Spain. Her research interest include on school coexistence and bullying, internet risks.

Jessica Ortega-Barón, Universitat de València

Jessica Ortega Barón, PhD, is an assistant professor of Psychology at the University of Valencia, Spain. Her research interests are mainly focused on the analysis and the prevention of relational Internet risks (cyberbullying, sexting, online grooming, cyber dating abuse, viral internet challenges, Fear of Missing Out) among adolescents.

Vanessa Caba-Machado, Universidad Internacional De La Rioja

PhD in Psychology from Liverpool John Moores University (United Kingdom). She is currently working as a Postdoctoral Researcher in the Cyberpsychology Research Group at the Faculty of Education of the International University of La Rioja (UNIR). Her research interests focus on the implications of internet and social media use on well-being, anxiety, and mental health.

Juan Manuel Machimbarrena, University of the Basque Country

Juan Manuel Machimbarrena, PhD, is an associate professor of psychology at the University of the Basque Country (UPV/EHU), Spain. His research interests focus on the use of new technologies by adolescents and their effect on health and health-related quality of life.

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2026-03-10
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How to Cite

González-Cabrera, J., Prieto-Fidalgo, Ángel, Díaz-López, A., Ortega-Barón, J., Caba-Machado, V., and Machimbarrena, J. M. (2026). Adaptation of the AIlessphobia Scale in Education in a Sample of Spanish Adolescents. International Journal of Interactive Multimedia and Artificial Intelligence, 1–9. https://doi.org/10.9781/ijimai.2026.2258

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