When Machines Become Listeners: Emotional Intimacy of Human with AI

Authors

  • Christy Gabriella Hutagalung Department of Psychology, University of Indonesia, Indonesia
  • Ilyas Dzaky Almahdy Department of Psychology, University of Indonesia, Indonesia
  • Kamila Putri Nursyahbani Department of Psychology, University of Indonesia, Indonesia
  • Muhammad Farhan Indra Department of Psychology, University of Indonesia, Indonesia
  • Novita Nurafifah Department of Psychology, University of Indonesia, Indonesia
  • Elizabeth Kristi Poerwandari Department of Psychology, University of Indonesia, Indonesia

DOI:

https://doi.org/10.30872/psikostudia.v15i2.23134

Keywords:

artificial intelligence, digital psychology, emotion regulation, emotional intimacy, parasocial relationship.

Abstract

The rapid integration of Artificial Intelligence (AI) into daily life has expanded its role from technical assistance to emotional companionship among young adults. This study aims to explore subjective experiences of emotional intimacy with generative AI chatbots, such as ChatGPT. Employing an interpretive qualitative design and reflexive thematic analysis, semi-structured interviews were conducted with five participants, including university students and early-career professionals. Four primary themes emerged: AI as an emotionally safe space, the attainment of validation and psychological relief, AI’s role as a partner for cognitive reflection, and the critical awareness of its limitations and ethical risks. The findings indicate that while AI facilitates short-term emotion regulation through non-judgmental availability, users maintain a clear distinction between algorithmic empathy and authentic human connection. This research underscores the necessity of emotional digital literacy and suggests that AI should be integrated as a complementary scaffold, rather than a substitute, for professional mental health support and interpersonal relationships.

Penelitian ini dilatarbelakangi oleh pergeseran fungsi kecerdasan buatan (AI) dari sekadar alat produktivitas menjadi mitra interaksi emosional di kalangan dewasa muda. Tujuan penelitian ini adalah untuk mengeksplorasi pengalaman subjektif individu dalam membangun keintiman emosional dengan chatbot AI generatif seperti ChatGPT. Dengan menggunakan desain kualitatif interpretatif dan analisis tematik refleksif, wawancara semi-terstruktur dilakukan terhadap lima partisipan yang terdiri atas mahasiswa dan profesional awal karier. Hasil penelitian mengidentifikasi empat tema utama: AI sebagai ruang aman emosional, pencapaian validasi dan kelegaan psikologis, fungsi AI sebagai mitra refleksi kognitif, serta kesadaran kritis terhadap batasan etika dan risiko ketergantungan. Temuan ini menunjukkan bahwa meskipun AI efektif dalam membantu regulasi emosi jangka pendek, pengguna tetap mempertahankan batasan antara hubungan artifisial dan autentik. Implikasi penelitian ini menekankan pentingnya literasi digital emosional dan integrasi AI sebagai instrumen pendukung, bukan pengganti, dalam layanan kesehatan mental dan pendidikan.

References

Darling, K. (2015). “Who’s Johnny?” Anthropomorphic Framing in Human-Robot Interaction, Integration, and Policy. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2588669

Fiske, S. T., Cuddy, A. J. C., & Glick, P. (2007). Universal dimensions of social cognition: warmth and competence. Trends in Cognitive Sciences, 11(2), 77–83. https://doi.org/10.1016/j.tics.2006.11.005

Floridi, L., & Chiriatti, M. (2020). GPT-3: Its Nature, Scope, Limits, and Consequences. Minds and Machines, 30(4), 681–694. https://doi.org/10.1007/s11023-020-09548-1

Gross, J. J. (1998a). The Emerging Field of Emotion Regulation: An Integrative Review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271

Gross, J. J. (1998b). The Emerging Field of Emotion Regulation: An Integrative Review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271

Gross, J. J. (2013). Emotion regulation: Taking stock and moving forward. Emotion, 13(3), 359–365. https://doi.org/10.1037/a0032135

Ho, A., Hancock, J., & Miner, A. S. (2018). Psychological, Relational, and Emotional Effects of Self-Disclosure After Conversations With a Chatbot. Journal of Communication, 68(4), 712–733. https://doi.org/10.1093/joc/jqy026

Horton, D., & Richard Wohl, R. (1956a). Mass Communication and Para-Social Interaction. Psychiatry, 19(3), 215–229. https://doi.org/10.1080/00332747.1956.11023049

Horton, D., & Richard Wohl, R. (1956b). Mass Communication and Para-Social Interaction. Psychiatry, 19(3), 215–229. https://doi.org/10.1080/00332747.1956.11023049

Lee, Y.-C., Yamashita, N., Huang, Y., & Fu, W. (2020). “I Hear You, I Feel You”: Encouraging Deep Self-disclosure through a Chatbot. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–12. https://doi.org/10.1145/3313831.3376175

Lucas, G. M., Gratch, J., King, A., & Morency, L.-P. (2014). It’s only a computer: Virtual humans increase willingness to disclose. Computers in Human Behavior, 37, 94–100. https://doi.org/10.1016/j.chb.2014.04.043

Luxton, D. D., McCann, R. A., Bush, N. E., Mishkind, M. C., & Reger, G. M. (2011a). mHealth for mental health: Integrating smartphone technology in behavioral healthcare. Professional Psychology: Research and Practice, 42(6), 505–512. https://doi.org/10.1037/a0024485

Luxton, D. D., McCann, R. A., Bush, N. E., Mishkind, M. C., & Reger, G. M. (2011b). mHealth for mental health: Integrating smartphone technology in behavioral healthcare. Professional Psychology: Research and Practice, 42(6), 505–512. https://doi.org/10.1037/a0024485

Marwick, A., & boyd, danah. (2014). ‘It’s just drama’: teen perspectives on conflict and aggression in a networked era. Journal of Youth Studies, 17(9), 1187–1204. https://doi.org/10.1080/13676261.2014.901493

McStay, A. (2018a). Emotional AI: The Rise of Empathic Media. SAGE Publications Ltd. https://doi.org/10.4135/9781526451293

McStay, A. (2018b). Emotional AI: The Rise of Empathic Media. SAGE Publications Ltd. https://doi.org/10.4135/9781526451293

Naslund, J. A., Bondre, A., Torous, J., & Aschbrenner, K. A. (2020). Social Media and Mental Health: Benefits, Risks, and Opportunities for Research and Practice. Journal of Technology in Behavioral Science, 5(3), 245–257. https://doi.org/10.1007/s41347-020-00134-x

Nass, C., & Moon, Y. (2000a). Machines and Mindlessness: Social Responses to Computers. Journal of Social Issues, 56(1), 81–103. https://doi.org/10.1111/0022-4537.00153

Nass, C., & Moon, Y. (2000b). Machines and Mindlessness: Social Responses to Computers. Journal of Social Issues, 56(1), 81–103. https://doi.org/10.1111/0022-4537.00153

Qi, T., Liu, H., & Huang, Z. (2025). An assistant or A friend? The role of parasocial relationship of human-computer interaction. Computers in Human Behavior, 167, 108625. https://doi.org/10.1016/j.chb.2025.108625

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1260843

Twenge, J. M., Spitzberg, B. H., & Campbell, W. K. (2019). Less in-person social interaction with peers among U.S. adolescents in the 21st century and links to loneliness. Journal of Social and Personal Relationships, 36(6), 1892–1913. https://doi.org/10.1177/0265407519836170

Vissenberg, J., d’Haenens, L., & Livingstone, S. (2022). Digital Literacy and Online Resilience as Facilitators of Young People’s Well-Being? European Psychologist, 27(2), 76–85. https://doi.org/10.1027/1016-9040/a000478

Wang, Y., Liu, W., Yu, X., Li, B., & Wang, Q. (2024). The impact of virtual technology on students’ creativity: A meta-analysis. Computers & Education, 215, 105044. https://doi.org/10.1016/j.compedu.2024.105044

Weidinger, L., Mellor, J., Rauh, M., Griffin, C., Uesato, J., Huang, P.-S., Cheng, M., Glaese, M., Balle, B., Kasirzadeh, A., Kenton, Z., Brown, S., Hawkins, W., Stepleton, T., Biles, C., Birhane, A., Haas, J., Rimell, L., Hendricks, L. A., … Gabriel, I. (2021a). Ethical and social risks of harm from Language Models. http://arxiv.org/abs/2112.04359

Weidinger, L., Mellor, J., Rauh, M., Griffin, C., Uesato, J., Huang, P.-S., Cheng, M., Glaese, M., Balle, B., Kasirzadeh, A., Kenton, Z., Brown, S., Hawkins, W., Stepleton, T., Biles, C., Birhane, A., Haas, J., Rimell, L., Hendricks, L. A., … Gabriel, I. (2021b). Ethical and social risks of harm from Language Models. http://arxiv.org/abs/2112.04359

Weng, X., & Chiu, T. K. F. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field. Computers and Education: Artificial Intelligence, 4, 100117. https://doi.org/10.1016/j.caeai.2022.100117

Downloads

Published

2026-05-10