在K-12教育中对人工智能驱动的智能辅导系统 (ITS) 进行系统审查
Angélique Létourneau1, Marion Deslandes Martineau1, Patrick Charland2
1Department of Teaching at Université du Québec à Montréal (UQAM), Montréal, QC, Canada.
NPJ science of learning
|May 14, 2025
概括
教育中的人工智能 (AIEd) 通过智能辅导系统 (ITS) 向K-12学生展示了积极的学习效应. 然而,与非AI导师相比,这些好处较小,这表明需要进一步研究.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能 (AIEd)
- 人与计算机的交互
背景情况:
- 智能辅导系统 (ITS) 是AIEd的一个突出的应用,在K-12教育中得到广泛采用.
- 尽管使用越来越多,但ITS对学生学习成果的实际教育影响和有效性仍然是正在进行的调查对象.
- 现有研究提出了关于ITS在不同学习环境中的可量化的好处的混合图片.
研究的目的:
- 系统地审查有关ITS对K-12学生学习和学业成绩的影响的现有文献.
- 识别和分析用于评估ITS有效性的实验设计和方法.
- 综合有关AIEd,特别是ITS对年轻学习者的教育成果的影响的研究结果.
主要方法:
- 采用了一种系统审查方法,分析了28项不同的研究.
- 该审查共涵盖了4597名K-12学生 (N=4597).
- 包括的研究使用了具有不同干预持续时间的准实验设计来评估ITS的有效性.
主要成果:
- 总的来说,ITS对K-12学生的学习和成绩产生了普遍积极的影响.
- 发现,与非智能辅导系统直接比较时,ITS的积极影响被减轻了.
- 分析的研究主要以准实验设计为特色,突出了需要方法的多样性.
结论:
- 智能辅导系统为K-12学生的学习提供了好处,但可能不会超过传统的非AI辅导方法.
- 建议进行进一步的研究,重点关注更长的干预期,更大,更多样化的学生样本,以及强大的实验设计.
- 在教育环境中实施人工智能的伦理考虑需要进行彻底的调查和讨论.
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