是否以及何时可以提高大学生学习参与度?
Fei Guo1, Lanwen Zhang2, Tianle Shi1
1School of Education, Tsinghua University, Haidian District, Beijing 100084, China.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
概括
在中国大学生中,生成人工智能 (GenAI) 的使用很常见,影响了学习参与度. 它的有效性取决于课程设计,在高挑战,高支持的环境中看到的好处.
科学领域:
- 教育技术
- 教育中的人工智能
- 高等教育研究
背景情况:
- 生成型人工智能 (GenAI) 的采用在大学生中很普遍.
- 关于GenAI对学生学习经验的影响的经验证据有限.
- 了解GenAI在高等教育中的作用至关重要.
研究的目的:
- 研究中国高等教育中GenAI使用与学生学习参与之间的关系.
- 探索不同的学习环境如何调节GenAI对参与的影响.
- 提供对GenAI在学术环境中的有效整合的经验见解.
主要方法:
- 调查数据来自中国25所大学和学院的72,615名本科生.
- 对GenAI使用模式及其与认知,情感和积极学习参与的相关性进行分析.
- 研究GenAI在不同学习环境中的影响 (例如,高挑战/高支持与低挑战/高支持).
主要成果:
- 在2023-2024学年,超过60%的中国大学生使用了GenAI,其中学术应用占主导地位.
- 学术GenAI使用与认知和情感参与度增加相关,但可能会降低积极的学习和动机.
- 在"高挑战和高支持"课程中,GenAI与参与度的积极关联是最强烈的,而在"低挑战和高支持"课程中则是负面的.
结论:
- 基因智能可以提高学生的学习参与度,特别是在结构良好的学术环境中.
- 基因人工智能的有效性取决于教学设计和教师在创造支持性学习环境中的作用.
- 在教学原则的指导下,战略性实施GenAI是最大限度地提高高等教育效益的关键.
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