学生与生成人工智能的互动和学习成绩之间的关系:自我效能和认知参与的连续调解角色
Jing Liang1, Lili Wang2, Jia Luo3
1College of Management Science, Chengdu University of Technology, Chengdu, China.
Frontiers in psychology
|January 8, 2024
概括
生成型人工智能 (GAI) 对学生的学习成绩产生了积极的影响. 这种效果是由提高自我效能和认知参与的介导,突出GAI.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 学习科学 学习科学
背景情况:
- 生成型人工智能 (GAI) 在教育领域带来了新的挑战和机遇.
- 对学生与GAI互动对学习的影响的实证证据有限.
- 教师需要了解GAI如何影响学生的成绩.
研究的目的:
- 调查学生与GAI互动和学习成绩之间的关系.
- 检查自我效能和认知参与的调解作用.
- 为整合GAI在教育环境中提供经验证据.
主要方法:
- 对389名参与者进行了问卷调查.
- 对学生与GAI互动和学习成绩的统计分析.
- 倾向性得分匹配 (PSM) 来控制自我选择偏差.
主要成果:
- 学生与GAI互动和学习成绩之间存在显著的积极关联.
- 自我有效性显著调解了学生-GAI互动-学习成绩链接 (效果=0.015).
- 认知参与显著调解这种关系 (效果=0.046),具有很小但显著的串行调解效应 (效果=0.011).
结论:
- 学生-GAI互动积极影响学习成绩.
- 自我效能和认知参与是这种关系中的关键调解者.
- 调查结果支持将GAI工具在教学和学习中进行战略整合.
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