在中国高等教育背景下,个人属性如何塑造人工智能依赖? 需要的洞察力 挫折的角度 视角
Wenjun Zhong1, Jianghua Luo1, Ya Lyu2
1Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China.
PloS one
|November 1, 2024
概括
某些人格特质,如神经主义和完美主义,可以增加学生对生成人工智能工具的依赖. 这种依赖源于挫败的心理需求和负面的学术情绪,影响了AI在教育中的使用.
科学领域:
- 教育心理学教育心理学
- 人与计算机的交互
- 数字福利 数字福利
背景情况:
- 在教育中采用生成性人工智能提供了好处,但有可能培养学生的依赖.
- 学生对人工智能工具的依赖背后的心理驱动因素尚未得到充分理解.
- 这项研究调查了通过心理机制影响人工智能依赖的个性特征.
研究的目的:
- 探索人格特征 (神经病,自我批评的完美主义,冲动性) 如何导致产生人工智能依赖.
- 检查基本心理需求,挫折感和负面学术情绪的调解作用.
- 应用人 - 情感 - 认知 - 执行 (I-PACE) 模型和基本心理需求 (BPN) 理论的相互作用.
主要方法:
- 调查数据收集了来自各个学科的958名大学生.
- 结构方程建模 (SEM) 用于分析变量之间的复杂关系.
- 研究连续调解效应以了解心理路径.
主要成果:
- 神经主义,自我批评的完美主义和冲动性显著预测了需求的增加,挫折和负面的学术情绪.
- 需要挫折和负面情绪强化了对AI性能的积极信念,加深了依赖.
- 确定了复杂的串行调解途径,阐明了不适应的人工智能使用驱动器.
结论:
- 人格特征的个体差异显著影响学生对人工智能产生依赖.
- 研究结果提供了对推动技术使用和依赖的心理机制的见解.
- 为教育工作者提供实用策略,以促进平衡的人工智能使用和支持学生福祉.
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