Computers & Education最新文献_第10页

Webcam use and its role in children's engagement and achievement during extended remote learning 网络摄像头的使用及其在扩展远程学习期间儿童参与和成就中的作用

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-21 DOI: 10.1016/j.compedu.2025.105443

Sharlyn Ferguson-Johnson , Allison M. Ryan , Kai S. Cortina

Online classes substitute in-person instruction in K-12 general education, yet whether children's webcam use in online classes is meaningful for their learning remains poorly understood. This study examined children's webcam use and academic outcomes during the COVID-19 pandemic using data from 1426 elementary students (49% male, 47% female, 93% White) across 65 classrooms, exploring how individual- and classroom-level webcam use, along with socioeconomic and demographic factors and remote learning duration, explained variation in childrens' engagement and achievement. In May 2021, students reported their remote learning routines and online class participation since May 2020; responses were then linked with 2020–2021 MSTEP achievement scores and demographic data. Correlational analyses revealed individual webcam use varied as a function of children's perceived engagement, academic achievement, socioeconomic disadvantage, and gender identity, while classrooms differed in mean webcam use based on socioeconomic and demographic composition, remote learning duration, and mean engagement and achievement. MANOVA results indicated classroom webcam use norms had a larger effect on engagement during remote learning relative to individual use. Specifically, children in classrooms with universal webcam-on norms reported significantly higher mean emotional and behavioral engagement compared to children in classrooms with moderate/mixed or low webcam-on norms. Multilevel models revealed classmates' mean webcam use explained a significant portion of the variance in children's 2020–2021 achievement and was a stronger predictor of achievement than individual webcam use. Overall, findings underscore the need to consider classroom-level webcam use policies and incentives when developing and refining effective online classroom structure and curricula for elementary school student populations.

在K-12通识教育中，在线课程取代了面对面的教学，然而，孩子们在在线课程中使用网络摄像头对他们的学习是否有意义，人们仍然知之甚少。本研究使用来自65个教室的1426名小学生（49%男性，47%女性，93%白人）的数据，调查了COVID-19大流行期间儿童的网络摄像头使用和学业成绩，探讨了个人和课堂层面的网络摄像头使用、社会经济和人口因素以及远程学习持续时间如何解释儿童参与度和成就的变化。2021年5月，学生报告了自2020年5月以来的远程学习习惯和在线课堂参与情况；然后将回答与2020-2021年MSTEP成就和人口统计数据联系起来。相关分析表明，个人网络摄像头的使用随着儿童感知参与、学业成就、社会经济劣势和性别认同的变化而变化，而教室的平均网络摄像头使用基于社会经济和人口组成、远程学习持续时间、平均参与和成就而不同。方差分析结果表明，相对于个人使用，课堂网络摄像头规范对远程学习的参与有更大的影响。具体来说，在普遍网络摄像头规范的教室里，与在中等/混合或低网络摄像头规范的教室里的孩子相比，在普遍网络摄像头规范的教室里的孩子报告的平均情感和行为投入显著更高。多层模型显示，同学使用网络摄像头解释了儿童2020-2021年成绩差异的很大一部分，并且比个人使用网络摄像头更能预测2020-2021年的成绩。总体而言，研究结果强调，在为小学生群体开发和完善有效的在线课堂结构和课程时，需要考虑课堂级网络摄像头的使用政策和激励措施。

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引用次数: 0

Enhancing goal attainment in higher education with a scripted conversational agent: Effects of monitoring and reflection support in digital learning 用脚本化会话代理增强高等教育的目标实现：数字化学习中监控和反思支持的效果

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-18 DOI: 10.1016/j.compedu.2025.105441

Gabrielle Martins van Jaarsveld , Jacqueline Wong , Martine Baars , Marcus Specht , Fred Paas

Self-regulated learning (SRL) is essential for academic success in higher education, yet many students struggle to effectively regulate their own learning behaviours. While goal-setting interventions can help students set high-quality goals as the foundation for their learning behaviours, additional supports are needed to help transition from goal setting into effective goal striving. This study examines the impact of monitoring and reflection supports, delivered through a scripted conversational agent, on students’ goal attainment, SRL skills, and academic performance. In this study, 84 undergraduate students were randomly assigned to one of four experimental conditions: Control, Monitoring Only, Reflection Only, or Monitoring & Reflection. Over a five-week intervention, participants engaged in weekly goal-setting activities, with additional monitoring and/or reflection prompts depending on their assigned condition. Results showed that participants in the Monitoring Only and Monitoring & Reflection conditions reported significantly higher goal attainment than those in the Reflection Only and Control groups, suggesting that monitoring plays a critical role in reinforcing goal-directed behaviour. While SRL skills improved across all conditions, no significant differences were found between groups, indicating that consistent goal setting alone may support SRL development. There were no significant effects of the intervention on academic performance. These findings highlight the immediate effectiveness of progress-monitoring activities and suggest that reflection may require longer intervention periods to have significant effects. This study supports the use of conversational agents for delivering scalable SRL support and provides insights into the design of multi-phase SRL supports in digital education.

自我调节学习（SRL）对于高等教育中的学业成功至关重要，然而许多学生在有效调节自己的学习行为方面遇到了困难。虽然目标设定干预可以帮助学生设定高质量的目标，作为他们学习行为的基础，但需要额外的支持来帮助从目标设定过渡到有效的目标努力。本研究考察了通过脚本对话代理提供的监控和反思支持对学生目标实现、SRL技能和学业成绩的影响。在这项研究中，84名本科生被随机分配到四种实验条件中的一种：控制、仅监控、仅反思或监控与反思。在为期五周的干预中，参与者每周参与目标设定活动，并根据分配的条件进行额外的监控和/或反思提示。结果显示，在“只监控”和“监控&反思”条件下，参与者的目标达成程度明显高于“只反思”和“控制组”，这表明监控在强化目标导向行为方面起着关键作用。虽然SRL技能在所有条件下都有所提高，但在组之间没有发现显著差异，这表明一致的目标设定本身可能支持SRL的发展。干预对学业成绩无显著影响。这些发现突出了进展监测活动的立竿见影的效果，并表明反思可能需要更长的干预期才能产生显著效果。本研究支持使用会话代理来提供可扩展的SRL支持，并为数字教育中多阶段SRL支持的设计提供见解。

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引用次数: 0

Forms of synchronous hybrid learning spaces in higher education – A type-building qualitative content analysis 高等教育中同步混合学习空间的形态——一种类型建构定性内容分析

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-16 DOI: 10.1016/j.compedu.2025.105440

Christina Hümmer , Regina Egetenmeyer , Lisa Breitschwerdt , Esther Oliver , Ramon Flecha

Synchronous hybrid learning spaces are educational environments in higher education, in which students participate synchronously on-campus and online. To foster well-founded design decisions, this paper undertakes a systematisation of forms of synchronous hybrid learning spaces. To this end, interviews with 20 German lecturers from different higher education institutions and disciplines are analysed. Overall, three forms can be identified, which are named after their primary type of interaction and to which specific design requirements can be assigned to: (1) Unidirectional synchronous hybrid learning spaces, that represent a lecturer-centred format in which both online and on-campus participants primarily take on the role of passive listeners. In this form, no design approach specialised on hybrid implementation is needed. However, the media technology set-up must be geared towards the lecturer. (2) Doubling synchronous hybrid learning spaces, in which students are divided into participation-mode-related (online and on-campus) or location-based (course room A and course room B) groups. Interactions mainly take place within the individual groups, which is why group-specific methodical and media-related considerations must be employed. (3) Reciprocal synchronous hybrid learning spaces, in which translocal interactions take place between all participants. This requires not only a high level of methodical considerations and a participant-centred technological set-up, but also a great degree of dedication of students and their involvement in the design. The findings are of international relevance, as they demonstrate how different forms of synchronous hybrid learning spaces can be designed with varying degrees of available resources and despite facing structural and institutional resistance.

同步混合学习空间是高等教育中的教育环境，学生在其中同步参与校内和在线学习。为了促进有充分根据的设计决策，本文对同步混合学习空间的形式进行了系统化。为此，对来自不同高等教育机构和学科的20位德国讲师的访谈进行了分析。总体而言，可以确定三种形式，它们以其主要交互类型命名，并可以分配特定的设计要求：(1)单向同步混合学习空间，代表以讲师为中心的格式，其中在线和校园参与者主要扮演被动听众的角色。在这种形式下，不需要专门针对混合实现的设计方法。然而，媒体技术设置必须面向讲师。(2)加倍同步混合学习空间，将学生分为参与模式相关（在线和校园）或基于位置的（课程室A和课程室B）组。互动主要发生在个别群体内部，这就是为什么必须采用特定群体的方法和与媒体有关的考虑。(3)互惠同步混合学习空间，所有参与者之间进行跨区域互动。这不仅需要高水平的系统考虑和以参与者为中心的技术设置，还需要学生的高度奉献精神和他们对设计的参与。这些发现具有国际相关性，因为它们展示了如何利用不同程度的可用资源设计不同形式的同步混合学习空间，尽管面临结构性和制度性阻力。

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引用次数: 0

From touch to transformation: Value and applications of TUI technology in early childhood development 从接触到转变：途易技术在儿童早期发展中的价值与应用

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-14 DOI: 10.1016/j.compedu.2025.105437

Shuang Liang , Ning Zou

Tangible User Interface (TUI) technology, by integrating digital information with physical objects, offers a perceptual-based interaction method for children, providing unique advantages in their interaction with computers. This paper reviews the application of TUI technology in early childhood development, focusing particularly on children aged 2–7 years. The research method divides early development into three parts: motor skills, brain and cognitive skills, and social behavior skills. By analyzing the literature, this paper classifies TUI design into three dimensions: embodied interaction, interactive media, and spatial domains. The study finds that TUI design has significant advantages in promoting children's development, especially stimulating initiative, fostering creative thinking, and enhancing communication and collaboration in the real world. The paper also discusses skill development in different types of embodied interaction in TUI design, including sensory traction, movement traction, and social traction. Additionally, it explores the application of various types of interactive media in children's TUIs, such as screen displays, headsets, multimodal sensors, and robots. Finally, the article proposes future research directions, including developing embodied interaction models, multidisciplinary integration and technological innovation, and hybrid-guided design across various domains.

有形用户界面（Tangible User Interface， TUI）技术通过将数字信息与物理对象相结合，为儿童提供了一种基于感知的交互方式，为儿童与计算机的交互提供了独特的优势。本文综述了TUI技术在儿童早期发展中的应用，重点关注2-7岁儿童。研究方法将早期发展分为三个部分：运动技能、大脑和认知技能、社会行为技能。通过文献分析，本文将TUI设计分为三个维度：具身交互、交互媒体和空间域。研究发现，途易设计在促进儿童发展方面具有显著优势，尤其是在激发主动性、培养创造性思维、增强现实世界中的沟通与协作方面。本文还讨论了不同类型的具身互动在交通工具设计中的技能发展，包括感觉牵引、运动牵引和社会牵引。此外，还探讨了各种类型的互动媒体在儿童ui中的应用，如屏幕显示器、耳机、多模态传感器和机器人。最后，提出了未来的研究方向，包括发展具身交互模型、多学科融合与技术创新、跨领域混合引导设计等。

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引用次数: 0

The association between groups' interactions with the Visual-GenAI learning analytics feedback and student engagement in CSCL 在CSCL中，群体与Visual-GenAI学习分析反馈的互动与学生参与之间的关系

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-14 DOI: 10.1016/j.compedu.2025.105434

Xinghan Yin , Junmin Ye , Shuang Yu , Honghui Li , Qingtang Liu , Gang Zhao

Promoting student engagement has long been a vital subject in the research of Computer-Supported Collaborative Learning (CSCL). Previous research has indicated the potential of AI-based visual learning analytics feedback and generative AI (GenAI) feedback in this context. However, there is currently a lack of definitive research on the combined impact of these two types of intelligent feedback in CSCL. Additionally, limited attention has been paid to how groups utilize these tools in CSCL practice and the differences that may exist. In this study, we developed an Visual-GenAI learning analytics feedback tool that integrates AI-based visual learning analytics feedback and GenAI-based feedback. We then evaluated the differences in groups' interactions with this Visual-GenAI learning analytics feedback and its association with student engagement and academic performance. The study employed a mixed-methods approach, combining quantitative analysis of feedback interaction log data, content analysis of group discussion data, and qualitative analysis of students' perceptions of different feedback tools through surveys. Our results show that groups exhibit four distinct levels of feedback interaction behavior patterns with the Visual-GenAI learning analytics feedback. These four patterns exhibit significant differences in behavioral engagement, emotional engagement, cognitive engagement, and academic performance. This study's significance lies in its potential contribution to future research on examining group behavior and optimizing learning using AI-based visual learning analytics feedback and GenAI-based feedback.

促进学生参与一直是计算机支持协同学习研究的一个重要课题。先前的研究表明，在这种情况下，基于人工智能的视觉学习分析反馈和生成式人工智能（GenAI）反馈具有潜力。然而，对于这两种智能反馈在CSCL中的综合影响，目前还缺乏明确的研究。此外，对于小组在CSCL实践中如何利用这些工具以及可能存在的差异，关注有限。在这项研究中，我们开发了一个visual - genai学习分析反馈工具，它集成了基于ai的视觉学习分析反馈和基于genai的反馈。然后，我们评估了小组与此Visual-GenAI学习分析反馈的互动差异及其与学生参与度和学习成绩的关联。本研究采用混合方法，结合反馈互动日志数据的定量分析、小组讨论数据的内容分析，以及通过调查对学生对不同反馈工具的认知进行定性分析。我们的研究结果表明，使用Visual-GenAI学习分析反馈，小组表现出四种不同层次的反馈交互行为模式。这四种模式在行为投入、情感投入、认知投入和学习成绩上表现出显著差异。这项研究的意义在于，它对未来使用基于人工智能的视觉学习分析反馈和基于genai的反馈来检查群体行为和优化学习的研究有潜在的贡献。

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引用次数: 0

Identifying effective timer and proctoring settings for online exam systems: Insights from an eye-tracking experiment based on the stimulus-organism-response model 识别在线考试系统的有效计时器和监考设置：基于刺激-生物-反应模型的眼动追踪实验的见解

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-13 DOI: 10.1016/j.compedu.2025.105436

Tingting Jiang , Huiyi Tian , Yanrun Xu , Han Long

This study explores how timer and proctoring settings impact examinees’ responses and the underlying mechanism in virtue of the Stimulus-Organism-Response model. A controlled experiment was conducted based on a 2 × 2 within-subjects design, manipulating timer setting (exam timer vs. question timer) and proctor setting (live video feed shown vs. hidden). 49 participants completed mock exams under varying conditions while their attention on the exam questions was captured with an eye tracker. Results revealed exam timers improved user experience across proctoring conditions. The exam timer with showing the live proctoring video feed maximized participants’ total fixation duration on exam questions, whereas the combination of the question timer and hiding the video feed yielded the highest exam scores. State test anxiety was a mediator between online exam system interface settings and exam performance. This work bridges practical and theoretical gaps by offering evidence-based recommendations for designing online exam interfaces.

本研究利用刺激-机体-反应模型，探讨了计时器和监考设置对考生反应的影响及其潜在机制。对照实验采用2 × 2受试者内设计，操纵计时器设置（考试计时器与问题计时器）和监考设置（实时视频显示与隐藏）。49名参与者在不同条件下完成模拟考试，同时用眼动仪捕捉他们对试题的注意力。结果显示，考试计时器改善了监考条件下的用户体验。显示实时监考视频源的考试计时器最大限度地延长了参与者对考试问题的总注视时间，而问题计时器和隐藏视频源的组合产生了最高的考试成绩。状态考试焦虑是在线考试系统界面设置与考试成绩之间的中介。这项工作通过为设计在线考试界面提供基于证据的建议，弥合了实践和理论的差距。

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引用次数: 0

K-12 teachers’ ethical competencies for AI literacy: Insights from a systematic literature review K-12教师对人工智能素养的伦理能力：来自系统文献综述的见解

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-13 DOI: 10.1016/j.compedu.2025.105435

Deepti Tagare , Tirtha Karki , Wonjin Yu

Artificial Intelligence (AI) technology is now an integral part of our daily life and society. AI offers numerous affordances with potential positive and negative impact on society. K-12 educators are responsible to prepare the future generations to harness the benefits of AI ethically, responsibly, safely, and critically. Teachers need sound knowledge, skills, and dispositions to implement ethics-driven AI literacy education. To achieve this goal, there is a pressing need to identify and operationalize the competencies that teachers need to foster AI literacy. We conducted a larger systematic literature review (SLR), which reviewed empirical studies focused on AI literacy published in the last ten years (2014–2024) to explore and consolidate all competencies for K-12 teachers. This paper reports on teachers’ ethical competencies identified from this SLR. The review of 76 papers included in the final dataset unveils that the ethical AI competencies are interdependent and co-occur in a given context such that teachers may need a combination of knowledge, skills, and dispositions to successfully implement AI literacy education. The findings revealed that teachers need (1) the knowledge competencies of AI ethics issues, limitations of AI, socio-political awareness, and human in the loop, (2) skills of AI transparency and explainability, critical analysis of AI, and culturally responsive and inclusive pedagogy, and (3) the dispositions of AI ethics sensitivity, critical attitude towards AI, and being inclusive and culturally responsive. These ethical competencies can inform teacher preparation and professional development programs for teachers to leverage AI technologies ethically in education.

人工智能（AI）技术如今已成为我们日常生活和社会不可或缺的一部分。人工智能为社会提供了许多潜在的积极和消极影响。K-12教育工作者有责任让后代做好准备，以道德、负责任、安全和批判性的方式利用人工智能的好处。教师需要扎实的知识、技能和性格来实施伦理驱动的人工智能素养教育。为了实现这一目标，迫切需要确定并实施教师培养人工智能素养所需的能力。我们进行了一项更大的系统文献综述（SLR），回顾了过去十年（2014-2024）发表的关于人工智能素养的实证研究，以探索和巩固K-12教师的所有能力。本文报告了从这一单反中识别出的教师伦理能力。对最终数据集中包含的76篇论文的回顾显示，道德人工智能能力是相互依存的，并且在给定的背景下共同发生，因此教师可能需要知识、技能和性格的组合来成功实施人工智能素养教育。研究结果显示，教师需要(1)人工智能伦理问题、人工智能局限性、社会政治意识和人在循环中的知识能力；(2)人工智能透明度和可解释性、对人工智能的批判性分析、文化响应和包容性教学法的技能；(3)人工智能伦理敏感性、对人工智能的批判性态度、包容性和文化响应的性格。这些道德能力可以为教师准备和专业发展计划提供信息，以便教师在教育中道德地利用人工智能技术。

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引用次数: 0

Virtual internships as alternative work-based learning: Examining access, quality, and outcomes for underserved students 虚拟实习作为公平的基于工作的学习空间：为服务不足的学生检查机会、质量和结果

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-13 DOI: 10.1016/j.compedu.2025.105439

Changhee Lee

This study examines whether virtual internships serve as a viable alternative to in-person work-based learning opportunities, and, if so, for whom and in which specific dimensions. Drawing on a large-scale survey (N=11,009) and administrative data collected from 17 U.S. postsecondary institutions during the 2020-2021 academic year, the research compares the experiences of historically marginalized students in virtual and in-person internships to those of their non-marginalized counterparts across access, program quality, and outcomes. Findings from a Latent Profile Analysis indicate that while most virtual interns (86%) participate in programs of comparable quality to in-person formats, this parity breaks down at the extremes, with virtual interns overrepresented in under-resourced experiences and underrepresented in high-quality, long-term placements. Regression analyses further reveal that racial minorities and students with moderate work commitments experience smaller gaps in either participation, learning quality, or outcomes in virtual internships. However, rural students, other racial minority groups, women, and those with extensive work commitments face equivalent or amplified barriers in either access to or quality of virtual learning experiences. These asymmetrical distribution patterns highlight important nuances concerning technology-fueled internships as universal equity solutions, offering implications for stakeholders designing inclusive work-based learning ecosystems.

本研究考察了虚拟实习是否可以作为面对面工作学习机会的可行替代方案，如果可以，对谁以及在哪些具体维度上。根据一项大规模调查（N=11,009）和2020-2021学年从17所美国高等教育机构收集的行政数据，该研究比较了历史上被边缘化的学生在虚拟和面对面实习中的经历，以及他们在机会、项目质量和结果方面的非边缘化学生的经历。潜在特征分析的结果表明，虽然大多数虚拟实习生（86%）参加的项目质量与面对面的形式相当，但这种平等在极端情况下就不存在了，虚拟实习生在资源不足的经验中占比过高，而在高质量的长期实习中占比不足。回归分析进一步表明，在虚拟实习中，少数族裔和工作承诺适中的学生在参与、学习质量或结果方面的差距较小。然而，农村学生、其他少数种族群体、妇女和那些有广泛工作承诺的人在获得虚拟学习体验或获得虚拟学习体验的质量方面面临同样或更大的障碍。这些不对称的分配模式突出了技术推动的实习作为普遍公平解决方案的重要细微差别，为利益相关者设计包容性的基于工作的学习生态系统提供了启示。

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引用次数: 0

Beyond Appearance: Agent anthropomorphism, alignment, and integration in video learning 超越表象：视频学习中的主体拟人化、一致性和整合

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-13 DOI: 10.1016/j.compedu.2025.105438

Yi Zhang , Ke Xu , Jing He , Yana Xing , Jiumin Yang , Zhongling Pi

Virtual pedagogical agents (VPAs) are increasingly used in video lectures to simulate instructor presence, yet systematic research on their design features – anthropomorphism, content alignment, and role integration – remains limited. This study addresses this gap through two experiments with 248 university students, examining these factors during a lecture on the human immune system. Measured outcomes included attention (eye tracking), cognitive load, emotions, performance, and behavioral sequences, all of which were chosen to capture cognitive, affective, and interactive processes, with behavioral analyses revealing learners’ self-directed navigation strategies. Experiment 1 showed that when VPAs were matched to the lesson topic (e.g., a virus-themed agent for an immune system video), learners exhibited increased focus, emotional engagement, and strategic video interactions, regardless of whether the level of VPA detail and design was highly human-like or simple. However, when VPAs did not match the content, learners benefited more from highly human-like agents, likely due to their expressive features enhancing attention. Experiment 2 extended these findings to the video presentation format. When VPAs were decoupled from the content, anthropomorphism had little impact; when embedded in the video, highly human-like VPAs improved learning outcomes and reduced frustration. These findings align with the Cognitive Affective Theory of Learning with Media and cognitive load theory, suggesting VPA development should prioritize content alignment and decoupled designs for optimal learning outcomes. Implications for effective VPA design in online learning are discussed.

虚拟教学代理（vpa）越来越多地用于视频讲座来模拟讲师的存在，但对其设计特征（拟人化、内容一致性和角色整合）的系统研究仍然有限。这项研究通过对248名大学生进行两项实验来解决这一差距，在一次关于人体免疫系统的讲座中检查了这些因素。测量结果包括注意力（眼动追踪）、认知负荷、情绪、表现和行为序列，所有这些都被用来捕捉认知、情感和互动过程，行为分析揭示了学习者的自我导向导航策略。实验1表明，当VPA与课程主题相匹配时（例如，免疫系统视频的病毒主题代理），学习者表现出更高的注意力，情感参与和战略性视频互动，无论VPA细节和设计水平是高度人性化还是简单。然而，当vpa与内容不匹配时，学习者从高度类似人类的代理中获益更多，可能是因为它们的表达特征增强了注意力。实验2将这些发现扩展到视频表示格式。当vpa与内容解耦时，拟人化的影响很小；当嵌入到视频中时，高度人性化的vpa提高了学习效果，减少了挫败感。这些发现与媒体学习的认知情感理论和认知负荷理论相一致，表明VPA开发应优先考虑内容对齐和解耦设计，以获得最佳学习结果。讨论了在线学习中有效VPA设计的含义。

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引用次数: 0

Student-AI collaborative creative Problem-Solving: The role of human agency 学生-人工智能协作创造性解决问题：人类代理的作用

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-08-13 DOI: 10.1016/j.compedu.2025.105433

Wenxin Guo , Zheng Liang , Chengcheng Wang , Xing Li , Huiqing Hu , Shi Chen , Quanlei Yu , Qingbai Zhao

As artificial intelligence (AI) becomes increasingly integrated into educational contexts, understanding how students collaborate with AI to enhance creativity is of growing importance. However, previous studies have shown that students tend to become overly reliant on AI during collaboration, leading to issues such as limited breakthrough innovations and homogenization of ideas in AI-dominated creative processes. Drawing on distributed cognition theory, which views AI as an extension of human cognition, this study explores how strengthening human agency can improve student-AI collaborative creative performance and support learners’ development. In Experiment 1 (N = 170), students collaborated with AI on a creative problem-solving task, during which they were asked to think independently before or after collaborating with AI. Subjective experiences such as agency and perceived cognitive improvement were measured by questionnaires. The results showed that pre-collaboration thinking improved prompts quality and perceived cognitive improvement but did not enhance final creative output, possibly due to the limited persistence of human agency. Furthermore, Experiment 2 (N = 176) employed a similar task and measurements, and required students to integrate their own ideas with AI-generated content. This led to sustained improvements in both human agency and prompts quality, ultimately enhancing the creativity of final outputs and perceived cognitive improvement. These findings extend the application of distributed cognition theory to AI-supported creativity, highlighting the critical role of human-led idea integration and offering a novel perspective for future research on computer-supported creativity cultivation.

随着人工智能（AI）越来越多地融入教育环境，了解学生如何与人工智能合作以增强创造力变得越来越重要。然而，之前的研究表明，学生在协作过程中往往会过度依赖人工智能，从而导致在人工智能主导的创作过程中出现突破性创新有限和思想同质化等问题。基于分布式认知理论（将人工智能视为人类认知的延伸），本研究探讨了强化人类能动性如何提高学生与人工智能的协同创新表现，并支持学习者的发展。在实验1 （N = 170）中，学生与AI合作完成一个创造性的问题解决任务，在此过程中，他们被要求在与AI合作之前或之后独立思考。主观体验，如能动性和感知的认知改善，通过问卷调查来衡量。结果表明，协作前思维提高了提示质量和感知认知的改善，但没有提高最终的创意输出，可能是由于人类能动性的持久性有限。此外，实验2 （N = 176）采用了类似的任务和测量方法，并要求学生将自己的想法与人工智能生成的内容结合起来。这导致了人的能动性和提示质量的持续改善，最终提高了最终产出的创造力和感知到的认知改善。这些发现将分布式认知理论的应用扩展到人工智能支持的创造力，突出了人类主导的思想整合的关键作用，并为未来研究计算机支持的创造力培养提供了新的视角。

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