生成型的人工智能能提高学生的高阶思维吗? 一个基于29个实验和准实验的元分析.
Yan Zhao1, Yuhe Yue1, Zhonghua Sun1
1School of Education, Changchun Normal University, Changchun 130032, China.
Journal of Intelligence
|December 24, 2025
概括
生成型人工智能 (Gen-AI) 适度地提高了高阶思维 (HOT),特别是解决问题和批判性思维. 最佳的结果发生在8-16周的干预和学习者具有强大的自我调节学习 (SRL) 技能.
科学领域:
- 教育技术的教育技术
- 认知科学 认知科学
- 教育中的人工智能
背景情况:
- 生成型人工智能 (Gen-AI) 在教育中越来越多地使用,但它对更高层次思维 (HOT) 的影响尚未完全理解.
- 现有的关于Gen-AI和HOT的研究是分散的,缺乏对调节变量的分析.
- 培养HOT是一个关键的教育目标,面临着持续的挑战.
研究的目的:
- 量化评估Gen-AI对学习者HOT的整体影响.
- 检查影响Gen-AI对HOT的影响的调节因素.
- 为整合Gen-AI提供基于证据的建议,以促进HOT.
主要方法:
- 进行了一项元分析,综合了29项实验和准实验研究的数据.
- 对Gen-AI对解决问题,批判性思维和创造力影响的定量评估.
- 调节分析探讨了实验持续时间和自我调节学习 (SRL) 能力的影响.
主要成果:
- 基因人工智能 (Gen-AI) 对整体HOT.显示出适度的积极影响.
- 在解决问题和批判性思维方面观察到最显著的改进,对创造力的影响有限.
- 干预时间 (8-16周) 和学习者的SRL能力是显著的调节因素,提高了Gen-AI的有效性.
结论:
- 人工智能可以成为培养HOT,特别是解决问题和批判性思维的宝贵教学工具.
- 建议进行中长期干预 (8-16周),以获得最佳影响.
- 增强SRL的个性化支架对于最大限度地发挥Gen-AI在培养创新人才方面的教育潜力至关重要.
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