探索影响大学生学习满意度的因素在生成人工智能支持的MOOC学习环境中:一个学习经验框架视角
Frontiers in psychology
|November 12, 2025
概括
在使用生成AI (GenAI) 的大规模开放在线课程 (MOOC) 中,学习者满意度很高,但教师与学生的互动对满意度产生负面影响. 优化GenAI集成需要平衡人机角色和情感支持.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 在线学习在线学习
背景情况:
- 大规模开放在线课程 (MOOCs) 正在越来越多地纳入生成人工智能 (GenAI) 以提供个性化的学习者支持.
- 在这些GenAI增强的MOOC环境中,影响学习者满意度的具体因素尚不清楚.
- 本研究从多个维度来研究GenAI支持的MOOC中的学习体验.
研究的目的:
- 在GenAI支持的MOOC中构建和验证影响大学生学习满意度 (LS) 的因素模型.
- 分析GenAI支持的学习环境 (LE),教师与学生的互动 (TSI),学生与学生的互动 (SSI) 和学习成果 (LO) 对LS的影响.
- 提供实证证据,以加强MOOC中的GenAI应用.
主要方法:
- 一种使用402名大学生在GenAI支持的MOOC课程中的问卷数据的定量方法.
- 结构方程建模 (SEM) 用于使用IBM SPSS 25和AMOS 26进行数据分析.
- 该研究验证了对满足感影响因素的理论模型.
主要成果:
- 在GenAI支持的MOOC中,学习者的整体满意度很高,满足了大多数学习需求.
- 学习环境 (LE) 通过学习成果 (LO) 间接地对LS产生积极影响.
- 教师与学生的互动 (TSI) 显著影响学习成果 (LO),但却对学习满意度产生负面影响,可能是由于情感分离或未满足的期望.
- 学生与学生的互动 (SSI) 提高学习成果 (LO),但没有直接影响满意度,这表明同行协作的利用不足.
结论:
- 由GenAI支持的MOOC显示了学习者满意度的高潜力,这取决于将环境感知转化为有形的学习成果.
- 解决教师与学生互动对满意度的负面影响至关重要,可能是通过提高教师的GenAI协作技能和平衡人与计算机角色.
- 未来的研究应该专注于加强情感支持,充分利用GenAI增强的MOOC中的同行互动,以最大限度地提高学习者满意度.
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