人工智能的成绩:关于学校教师识别由生成人工智能编写作业的能力的研究
Maria Concetta Carruba1, Alba Caiazzo1, Chiara Scuotto2
1Department of Education and Sport Sciences, Pegaso University, Naples, Italy.
Cyberpsychology, behavior and social networking
|June 5, 2025
概括
教师可以识别人工智能生成的作业,但学生的工作却很难. 专业知识可能会对教师产生偏见,而开放和认真会提高在教育中检测人工智能内容的自我有效性.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 学术诚信 学术诚信
背景情况:
- 人工智能 (AI) 在教育中带来了伦理挑战,特别是在学术诚信和学生-教师信任方面.
- 教师对人工智能工具的怀疑源于对学生不公平使用及其对学习成果的影响的担忧.
研究的目的:
- 调查教师在区分人工智能产生的内容与真实的学生工作方面的熟练程度.
- 分析教师专业知识,自我效能和个性特征对AI内容检测准确性的影响.
主要方法:
- 67名中高中教师评估了学生和人工智能生成的作业.
- 统计分析 (t测试,ANOVA,回归) 检查了识别准确性及其与教师特征的相关性.
主要成果:
- 教师成功地识别了人工智能生成的作业,但在学生撰写的作业方面遇到了困难.
- 更高的教师专业知识与误判学生工作是人工智能产生的偏见相关.
- 开放性和认真是教师在原创性评估中的自我有效性的重要预测因素.
结论:
- 教师可以识别人工智能生成的文本,但需要在人工智能进步中评估学生的独创性.
- 将生成性AI整合到教育中需要专注于支持学生和教师的教学策略.
- 未来的教育人工智能发展应该考虑学生和教育工作者的需求和特点,以培养信任和有效的学习.
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