在GenAI使用能力和工程学生的创造力中,批判性思维和AI自我效能的链中介作用
Zhen Zhou1, Huifen Guo2, Fengqi Ma3
1Guangzhou University, Guangzhou, Guangdong, China.
Scientific reports
|October 15, 2025
概括
生成型人工智能 (GenAI) 提高了工程学生的创造力. 批判性思维和人工智能自我有效性是关键的调解者,需要综合教育方法才能产生最佳影响.
科学领域:
- 工程教育 工程教育教育
- 人工智能的人工智能
- 认知心理学 认知心理学
背景情况:
- 生成型人工智能 (GenAI) 越来越多地被整合到教育环境中.
- 了解GenAI对学生创造力的影响,对于有效的教学至关重要.
- 在这种关系中,批判性思维和人工智能自我效能的作用需要进一步调查.
研究的目的:
- 研究GenAI使用能力对工程学生创造力的直接和间接影响.
- 检查批判性思维和人工智能自我效能在GenAI-创造力关系中的调解作用.
- 确定一个链接调解模型,说明认知和心理因素的顺序影响.
主要方法:
- 从工程学生收集的数据使用SPSS (v.24) 和SmartPLS (v.4) 进行分析.
- 使用结构方程建模来评估变量关系和效果大小.
- 使用t测试 (t > 1.96) 和p值 (p < 0.05) 确定统计显著性.
主要成果:
- 基因AI使用能力显著提高了工程学生的创造力 (f2 = 0.012).
- 批判性思维部分调解了GenAI使用能力和创造力之间的关系.
- 人工智能自我效能也部分调解了GenAI使用能力和创造力之间的关系.
- 一个链式调解模型显示,批判性思维和人工智能自我效能顺序调解了GenAI-创造力链接 (p < 0.001).
结论:
- 将GenAI整合到工程教育中需要的不仅仅是技术技能发展.
- 与GenAI工具一起促进批判性思维和AI自我有效性,对于提高学生的创造力至关重要.
- 教育策略应侧重于技术,认知能力和心理因素之间的相互作用,以最大限度地发挥创造性潜力.
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