青少年使用和感知到用于学业的生成AI的有用性:探索它们与执行功能和学术成就的关系
Johan Klarin1, Eva Hoff1, Adam Larsson1
1Department of Psychology, Lund University, Lund, Sweden.
Frontiers in artificial intelligence
|September 12, 2024
概括
具有更高执行功能 (EF) 挑战的青少年发现大语言模型 (LLM) AI 聊天机器人对学业更有用. 这项研究探讨了年轻和年长学生的AI使用和感知到的好处.
科学领域:
- 教育心理学教育心理学
- 人与计算机的交互
- 认知科学 认知科学
背景情况:
- 青少年的学术成功取决于执行功能 (EF) 技能.
- 大型语言模型 (LLM) 生成性AI聊天机器人越来越容易用于教育目的.
- 了解青少年EF和AI工具采用之间的关系至关重要.
研究的目的:
- 调查青少年在学校作业中使用LLM生成AI聊天机器人的频率.
- 检查这些人工智能工具与青少年执行功能相关的感知实用性.
- 在年轻和年长的青少年群体中探索人工智能采用和感知到有用性的差异.
主要方法:
- 两项研究对年轻 (N=385,平均年龄14岁) 和年长 (N=359,平均年龄17岁) 的青少年进行了研究.
- 参与者报告了他们使用生成性AI聊天机器人的情况,ChatGPT被确定为首选工具.
- 调查评估了执行职能挑战和AI对学术任务的感知实用性.
主要成果:
- 年轻青少年的AI采用率为14.8%,年长青少年的AI采用率为52.6%.
- 具有更大的执行功能挑战的青少年报告说,人工智能在完成任务方面具有更高的感知实用性.
- 在研究1中,学术成绩与人工智能使用或感知到的有用性之间没有发现显著的关联.
结论:
- 执行功能挑战与青少年中LLM生成AI聊天机器人的感知实用性有关.
- 这项研究是第一个探索个人EF特征与教育中AI工具使用之间的联系的研究.
- 需要进一步的研究来验证这些发现,并探索AI在教育环境中的整合.
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