探索ICT互动对学生跨绩效水平的创造性思维的影响:一个可解释的AI视角
Xinhai Cai1,2, Yi Bi2, Yonggang Feng1
1Faculty of Education, Shandong Normal University, Jinan, China.
Frontiers in psychology
|January 26, 2026
概括
学生的ICT行为,而不仅仅是频率,预测创造性思维. 战略参与和数字素养是高绩效人士的关键,而低绩效人士则需要在伦理和情绪调节等领域得到支持.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 数字识字数字识字
背景情况:
- 创造性思维对于学业成功和未来的职业生涯至关重要.
- 信息和通信技术 (ICT) 的使用在学生中普遍存在.
- 了解ICT互动和创造性思维之间的关系对于有效的教育至关重要.
研究的目的:
- 研究学生的ICT互动行为如何预测不同绩效水平的创造性思维.
- 通过使用先进的分析方法,识别创意思维的特定ICT相关预测因素.
- 探索ICT创意概况中的性能特异差异.
主要方法:
- 使用了PISA 2022 ICT问卷数据.
- 采用多类分类模型进行分析.
- 应用沙普利增量解释 (SHAP) 来识别关键预测因素.
主要成果:
- 信息和通信技术对创造性思维的影响取决于意向性,复杂性和社会文化一致性,而不仅仅是使用频率.
- 关键预测因素包括信息检索,数字内容创建,媒体评估,协作沟通和情绪反应.
- 高绩效的学生表现出战略ICT行为;低绩效的学生表现出肤浅或不道德的模式.
结论:
- 学生的ICT行为显著预测创造性思维,在各绩效水平上观察到不同的模式.
- 数字素养,情绪调节和道德考虑是影响ICT与创造力联系的关键因素.
- 研究结果支持针对不同学生群体开发有针对性的数字素养干预措施.
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