人工智能中的人类触摸:通过自决理论和教师支架优化语言学习
1School of Humanities, Foshan University, Foshan, China.
Frontiers in psychology
|July 18, 2025
概括
在语言学习中,人工智能 (AI) 与教师支持相结合时表现最好,提高了中国学习者的动力和英语水平. 这种以人为中心的方法优化了AI.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 教育中的人工智能
背景情况:
- 人工智能 (AI) 在语言教育中越来越多地被使用,但它对动机和熟练程度的长期影响,特别是关于AI游戏化和教师在不同文化背景下的支架,尚未得到充分理解.
- 在英语外语 (EFL) 设置中,人工智能驱动的游戏化和教师支架之间的相互作用需要进一步调查,以了解其对学习者参与和结果的影响.
研究的目的:
- 调查人工智能语言游戏对中国EFL学习者的动机,参与度和英语水平的持续影响.
- 在EFL背景下检查AI游戏化,教师架构和文化因素之间的相互作用.
主要方法:
- 一项为期16周的混合方法,纵向准实验性研究,涉及150名中级中国EFL学习者.
- 参与者被分为三个组:人工智能与教师脚手架,只有人工智能,以及使用非人工智能游戏化平台的对照组.
- 数据收集包括雅思指标测试,动机和技术接受调查,采访,观察和反思期刊.
主要成果:
- 与AI Only和Control组相比,AI与Scaffolding组在英语水平上表现出明显更大和更持久的改善.
- 学习者的动机在很大程度上受到了自我决定理论需求的满足的调解.
- 定性数据显示,教师架构对于将AI反置于背景,减轻算法限制和促进自我调节学习至关重要,文化因素影响技术接受.
结论:
- 将人工智能与人类教学专业知识相结合,对于最大限度地发挥其在语言学习中的潜力至关重要,解决文化不敏感性和信任问题等局限性.
- 建议在各种EFL环境中采用平衡,以人为中心的AI整合方法,以有效地促进学习者的动机和熟练程度.
- 在使用人工智能工具时,教师支架在引导学习者从初学者到自我调节水平方面发挥着至关重要的作用.
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