探索人工智能驱动的反作为文化工具:对设计人工智能环境的文化历史视角,以支持学生的写作过程
Irina Engeness1, Siv M Gamlem2
1Department of Languages, Literature and Culture, Faculty of Teacher Education and Languages, Østfold University College, Halden, Norway. Irina.engeness@hiof.no.
Integrative psychological & behavioral science
|February 1, 2025
概括
本研究探讨了AI在学习评估 (AfL) 中产生的反如何支持学生的发展. 它使用文化历史理论来展示AI.
科学领域:
- 教育技术的教育技术
- 学习科学 学习科学
- 发展心理学 发展心理学
背景情况:
- 学习评估 (AfL) 对于学生的发展至关重要.
- 现有的研究往往忽视了人工智能反的理论基础.
- 文化历史理论为理解学习作为人类活动提供了一个框架.
研究的目的:
- 检查AI产生的反在AfL过程中的作用.
- 将维戈茨基和加尔佩林的文化历史观点应用于AI反.
- 为基于人工智能的教育技术制定设计原则 (DP).
主要方法:
- 基于维戈茨基和加尔佩林的理论分析.
- 将AI反作为文化工具的概念化.
- 论文评估技术 (EAT) 作为一个应用程序示例的介绍.
主要成果:
- 人工智能产生的反可以作为一种文化工具,调解学习.
- 以发展理论为指导的个性化定制的人工智能反增强了学习.
- 该研究提出了有效的AI教育工具的设计原则.
结论:
- 人工智能反,当理论上有基础时,对学生的发展做出了重大贡献.
- 加尔佩林的文化工具概念为AI在教育中提供了一个有价值的镜头.
- 开发的设计原则可以指导创建有影响力的AI教育技术.
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