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Artificial intelligence (AI) is playing an increasingly important role in supporting decision-making, particularly in educational contexts, where it serves as a critical tool to assist teacher judgment and optimize instructional decisions. However, limited research has examined how different AI-assisted decision-making paradigms influence the quality of human–AI collaboration, as well as the underlying psychological mechanisms and causal pathways. Therefore, this study investigated 59 pre-service teachers to examine how AI-assisted decision-making paradigms and human-AI consistency influenced their psychological states and task performance. Specifically, this study employed a two-factor mixed experimental design, with the AI-assisted decision-making paradigms as the between-subjects factor and human-AI consistency as the within-subjects factor. Data were analyzed using a combination of generalized linear mixed models (GLMM) and structural equation modeling (SEM). The results reveal that AI-assisted decision-making paradigms do not have a significant direct effect on task performance. Their effects are exerted indirectly through a sequential mediation mechanism involving users’ confidence and their trust in AI. Consistency between human and AI decisions not only significantly enhances users’ trust in AI and their task performance, but the proportion of consistent decisions also significantly moderates the effect of AI-assisted decision-making paradigms on users’ confidence levels. Notably, our findings indicate that users maintain a moderately high level of trust in AI even when their decisions diverge from those of AI. In summary, this study highlights the mediating mechanism by which AI-assisted decision-making paradigms influence task performance through psychological states and identifies the moderating role of human–AI consistency in this pathway. These findings advance the theoretical understanding of human–AI interaction models in educational contexts and offer mechanistic insights to guide the optimization of instructional AI systems.
