聊天GPT生成的帮助产生了学习收益,相当于人类导师对数学技能的帮助
Zachary A Pardos1, Shreya Bhandari2
1Berkeley School of Education, University of California, Berkeley, California, United States of America.
PloS one
|May 24, 2024
概括
与没有帮助相比,ChatGPT生成的数学帮助显著改善了学习收益. 在ChatGPT和人类导师帮助之间没有发现任何显著差异,尽管AI产生的内容存在一些质量问题.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 认知科学 认知科学
背景情况:
- 开发有效的教育技术帮助内容是耗时的,需要大量的改进.
- 像ChatGPT这样的大型语言模型 (LLM) 提供了自动化内容生成的潜力.
- 评估人工智能产生的教育支持的有效性对于其采用至关重要.
研究的目的:
- 为了比较使用ChatGPT生成的帮助与人类导师编写的数学帮助的学生的学习收益.
- 评估AI产生的帮助在不同数学学科领域的影响.
- 评估ChatGPT生成的帮助内容的质量和可靠性.
主要方法:
- 一个3x4的研究设计,有274名参与者随机分配到控制,人类导师或ChatGPT帮助条件.
- 使用了四个数学科目:初级代数,中级代数,大学代数和统计学.
- 测量学习收益和任务时间,以比较不同帮助条件的有效性.
主要成果:
- 与对照组 (没有帮助) 相比,ChatGPT生成的帮助导致了统计学上显著的学习收益.
- 在ChatGPT和人类导师帮助之间没有观察到学习收益或任务时间的显著差异.
- 聊天GPT生成的帮助在32%的问题上失败了质量检查,尽管这种情况通过自我一致性技术减少了.
结论:
- 聊天GPT可以是一个有效的工具,用于生成改善学生学习的教育帮助内容.
- 人工智能生成的帮助显示了与人类编写的数学教育中的帮助相似的有效性.
- 进一步完善LLM幻觉缓解技术是必要的,以确保人工智能产生的教育内容的质量,特别是在统计学等科目.
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