教师与人工智能聊天机器人对比:对生理学多选择题质量的比较分析
Anupkumar D Dhanvijay1, Amita Kumari1, Mohammed Jaffer Pinjar1
1Department of Physiology, All India Institute of Medical Sciences, Deoghar, Jharkhand, India.
Advances in physiology education
|September 22, 2025
概括
人工智能 (AI) 聊天机器人可以为医学教育生成多选择题 (MCQ),但教师创建的问题仍然优越. 人工智能生成的MCQ显示了类似的歧视,但比教师撰写的生理学MCQ更容易,并且有更无效的分心因素.
科学领域:
- 医学教育 医学教育
- 教育中的人工智能
- 生理学评估的评估.
背景情况:
- 多选题 (MCQ) 对于医学教育评估至关重要.
- 人类生成的MCQ需要大量的时间和教学专业知识.
- 人工智能提供自动化MCQ生成,但其教育有效性需要评估.
研究的目的:
- 将由教师生成的生理学MCQ与人工智能聊天机器人 (DeepSeek R1) 的心理测量质量进行比较.
- 评估两种问题类型的难度指数,歧视指数和非功能分心因子.
主要方法:
- 开发了200个MCQ:教师100个,人工智能100个.
- 每组50个MCQ给本科医学学生.
- 使用难度指数 (DIFI),歧视指数 (DI) 和非功能分心因子 (NFD) 的项目分析.
主要成果:
- 人工智能生成的MCQ的DIFI (0.64) 比教师MCQ (0.47) 高得多.
- 在AI和教师MCQ之间DI没有显著差异 (P = 0.17).
- 教师MCQ的NFD显著减少 (中位数为0) 比AIMCQ (中位数为1).
结论:
- 人工智能生成的MCQ具有相似的歧视性,但更容易,并且包含更无效的分心因素.
- 人工智能对MCQ生成有希望,但需要在分心质量和项目难度方面进行改进.
- 人工智能可以补充,但不能取代评估设计中的人类专业知识.
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