在高等教育中对人工智能授权的自我调节学习进行定性系统审查
Min Lan1,2, Xiaofeng Zhou3
1Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua, 321004, Zhejiang, China. lanmin@zjnu.edu.cn.
NPJ science of learning
|May 3, 2025
概括
人工智能 (AI) 可以支持高等教育中的自我调节学习 (SRL),帮助学生的自主性. 然而,平衡人工智能集成对于保持学生自我效能和优化AI-SRL协同作用至关重要.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 高等教育教学的教学.
背景情况:
- 自律学习 (SRL) 对于学生在高等教育中的成功至关重要.
- 人工智能 (AI) 的整合为支持SRL过程提供了新的机会.
- 了解人工智能对学生自主和SRL阶段的影响是一个新兴的研究领域.
研究的目的:
- 系统地审查和综合对支持高等教育中SRL的AI应用的经验研究.
- 分析人工智能在促进SRL预想,绩效和反思阶段的作用.
- 在AI支持的SRL模型中探索以人为中心与以AI为中心的代理机构的含义.
主要方法:
- 采用了定性系统审查方法.
- 选择的研究遵循了PRISMA指南.
- 分析了使用人工智能应用 (例如聊天机器人,自适应反) 的14项实证研究.
主要成果:
- 人工智能应用程序在支持自我调节学习的所有阶段 (预想,表现,反思) 中显示出潜力.
- 学生自主性的程度和以人为中心与以人工智能为中心的机构平衡影响了SRL模型的变化.
- 人工智能工具,如聊天机器人,自适应反系统,严的游戏和电子教科书被确定为关键促进者.
结论:
- 平衡的AI整合对于利用技术优势而不会损害学生的自我效能至关重要.
- 未来的研究应该专注于优化AI和SRL在高等教育环境中的协同作用.
- 人工智能可以成为高等教育SRL框架中的一个有价值的组成部分,当它被周到实施时.
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