The Psychology of Learning from Machines: Anthropomorphic AI and the Paradox of Automation in Education

As AI tutors enter classrooms at unprecedented speed, their deployment increasingly outpaces our grasp of the psychological and social consequences of such technology. Yet decades of research in automation psychology, human factors, and human-computer interaction provide crucial insights that remain underutilized in educational AI design. This work synthesizes four research traditions - automation psychology, human factors engineering, HCI, and philosophy of technology - to establish a comprehensive framework for understanding how learners psychologically relate to anthropomorphic AI tutors. We identify three persistent challenges intensified by Generative AI's conversational fluency. First, learners exhibit dual trust calibration failures - automation bias (uncritical acceptance) and algorithm aversion (excessive rejection after errors) - with an expertise paradox where novices overrely while experts underrely. Second, while anthropomorphic design enhances engagement, it can distract from learning and foster harmful emotional attachment. Third, automation ironies persist: systems meant to aid cognition introduce designer errors, degrade skills through disuse, and create monitoring burdens humans perform poorly. We ground this theoretical synthesis through comparative analysis of over 104,984 YouTube comments across AI-generated philosophical debates and human-created engineering tutorials, revealing domain-dependent trust patterns and strong anthropomorphic projection despite minimal cues. Beyond diagnosis, we advance design principles for complementary AI-human systems, protective principles addressing the personhood conferral problem, and a research agenda identifying critical knowledge gaps. For engineering education, our synthesis mandates differentiated approaches: AI tutoring for technical foundations where automation bias is manageable through proper scaffolding, but human facilitation for design, ethics, and professional judgment where tacit knowledge transmission proves irreplaceable.