人工智能对学习者自我效能的影响:一个元分析
Liling Ren1, Jason M Stephens1, Kerry Lee1
1Faculty of Arts and Education, School of Education and Social Practice, University of Auckland, Auckland 1010, New Zealand.
Behavioral sciences (Basel, Switzerland)
|January 28, 2026
概括
人工智能 (AI) 显著提高了学习者在教育中的自我效能. 影响因学科和AI而异.
科学领域:
- 教育技术的教育技术
- 人工智能的人工智能
- 心理学 心理学 心理学
背景情况:
- 生成型人工智能 (AI) 越来越多地应用于学习环境中.
- 对人工智能对自我效能的影响的经验证据是不一致的.
- 学习者自我效能对于学业成功至关重要.
研究的目的:
- 对人工智能使用对自我效能的影响进行元分析.
- 综合来自23项实证研究的发现.
- 识别影响人工智能与自我有效性关系的主持人.
主要方法:
- 2005年1月至2025年2月期间发表的23项经验研究的元分析.
- 这些研究来源于Web of Science,Scopus和ERIC数据库.
- 统计分析以确定整体效应的大小和识别调节者.
主要成果:
- 人工智能使用对自我有效性产生了显著的积极影响 (效果大小 = 0.758).
- 学术纪律显著减轻了人工智能对自我效能的影响 (p < 0.05).
- 人工智能的特殊作用也显著缓解了这种关系 (p < 0.05).
结论:
- 人工智能在学习环境中的整合对学习者的自我效能产生了积极的影响.
- 将人工智能应用量身定制为特定学科和角色可以提高效率.
- 战略应专注于最大限度地提高人工智能对学习者信心的积极影响.
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