一个教学活动,让学生体验生成人工智能:学生的感知和行动.
Nicole B Reinke1, Ann L Parkinson1, Georgia R Kafer1
1School of Health, University of the Sunshine Coast, Sippy Downs, Queensland, Australia.
Advances in physiology education
|March 19, 2025
概括
生理学学生通过建设主义活动探索了生成人工智能 (GenAI) 的风险和好处. 人们对GenAI的接受度增加了,但对学术诚信和学习的担忧仍然存在,以及不当行为案件的增加.
科学领域:
- 生理学教育教育 物理学教育
- 教育技术的教育技术
- 教育中的人工智能
背景情况:
- 自由可访问的生成人工智能 (GenAI) 对生理学教育提出了重大挑战,特别是在学生学习和学术完整性方面.
- 现有的研究主要集中在GenAI的评估能力上,对教育活动的风险/益处或学生的感知和使用模式的有限探索.
研究的目的:
- 实施和评估一种基于构造主义的学习活动,旨在帮助生理学学生批判性地评估生成人工智能 (GenAI).
- 探索生理学学生在学术工作和评估任务中对GenAI的感知,信念和不断变化的使用.
主要方法:
- 一组236名第二年生理学学生参加了为期2年的研究.
- 学生批评了一个ChatGPT生成的考试答案,确定事实上的不准确性和缺乏深度,随后讨论了GenAI在大学研究中的作用.
- 通过Padlet收集了学生的回复 (492篇文章),并根据主题分析,以了解人们对GenAI的好处和风险的看法.
主要成果:
- 一个明显的趋势显示,在研究期间,学生接受GenAI的学习和评估越来越多.
- 学生的关键问题包括学术完整性,信息准确性和来源,以及对他们自己的学习过程的潜在负面影响.
- 尽管存在持续的担忧,但涉及GenAI的学术不端行为案件有所增加.
结论:
- 批判性评价活动成功地让学生了解GenAI的含义,促进对其在学习和评估中负责任使用的知情决策.
- 该研究强调了日益增长的GenAI接受度和学生之间持续存在的伦理问题之间的复杂关系,需要持续的教学策略.
- 调查结果强调,教育工作者迫切需要解决高等教育中GenAI不断变化的局面,以减轻风险,同时利用潜在的好处.
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