大学教师对使用生成性人工智能用于教学和学习的信念
Beatriz Cabellos1,2, Carlos de Aldama3, Juan-Ignacio Pozo4
1Department of Psychology, Faculty of Health Sciences of King Juan Carlos University, Alcorcón, Spain.
Frontiers in psychology
|January 1, 2025
概括
具有建设主义信仰和频繁使用生成人工智能 (GenAI) 的教师对其教育潜力持更积极的看法. 然而,人们仍然担心肤浅的学习,这凸显了建设性培训的必要性.
科学领域:
- 教育教育教育教育教育教育.
- 人工智能的人工智能
- 教育技术的教育技术
背景情况:
- 生成型人工智能 (GenAI) 在教育中越来越普遍,需要了解它对教学和学习的影响.
- 教师的看法显著影响了像GenAI.这样的新教育技术的整合和有效性.
研究的目的:
- 调查大学教师在教学和学习中使用生成人工智能 (GenAI) 的信念.
- 确定影响这些信念的因素,特别是教学方向和以前的GenAI使用情况.
主要方法:
- 对321名大学教师进行了问卷调查.
- 调查问卷评估了人口统计信息,教学信仰 (利克尔特尺度),以及对GenAI对教学和学生学习影响的信仰 (32项利克尔特尺度).
主要成果:
- 教师的教学信仰和使用GenAI的频率是他们对GenAI整合的信仰的主要预测因素.
- 建设主义教师和那些经常使用GenAI的人报告了对其教育潜力的更积极的看法.
- 在评估GenAI对教学的好处时,一些教师认为这可能会对学生的学习造成损害,例如增加肤浅性.
结论:
- 教师培训应强调建设性的教学方法,以有效地利用GenAI在教育中.
- 促进以学生为中心的GenAI使用对于培养与现代能力一致的积极反思性学习至关重要.
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