从工具到共同学习者:通过社会建构主义的镜头探索学生与GenAI的参与
Evaluation review
|December 30, 2025
概括
学生根据表现不同地与生成AI (GenAI) 进行互动. 较高成绩的学生将GenAI视为合作伙伴,而较低成绩的学生则表现出较少的批判性参与,突出了定制人工智能识字教育的需要.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 人与计算机的交互
背景情况:
- 学生越来越多地在学术环境中使用生成性AI (GenAI) 工具.
- 了解学生对GenAI的参与对于有效的教学至关重要.
- 像社会构造主义这样的现有理论需要适应人类-人工智能协作.
研究的目的:
- 在商业数据分析评估中调查学生与GenAI的参与.
- 探索学生表现和他们与GenAI的互动模式之间的关系.
- 确定学生对使用GenAI进行学习的反思中的关键主题.
主要方法:
- 对258名学生对GenAI使用的反思进行了主题分析.
- 用学术绩效指标对定性数据进行三角分析.
- 社会构造主义理论的应用和人类-人工智能协同代理模式.
主要成果:
- 出现了四个关键主题:认识论信仰,认知参与,元认知学习和人类-GenAI协作机构.
- 高绩效的学生表现出了批判性评价,代的改进,和伦理意识与GenAI.
- 表现较差的学生表现出两极分化的信念,有限的反思,以及过早地接受/拒绝人工智能输出.
结论:
- 脚手架反思和快速工程对于开发学生的分析和评估技能与GenAI至关重要.
- 人类人工智能应该被视为一个共同学习者,将社会构造主义扩展到人与人工智能的互动.
- 教学设计必须培养人工智能素养,解决数字沟,并促进在高等教育中道德地使用GenAI.
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