Computers and Composition最新文献

英文中文

Preparing for a new paradigm: A mixed-methods study of student experience in on-site, hybrid, and online writing courses 为新范式做准备：现场、混合和在线写作课程中学生体验的混合方法研究

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-11-29 DOI: 10.1016/j.compcom.2024.102904

Daniel Libertz, Kamal Belmihoub, Constantin Schreiber, Lisa Blankenship

As a result of the COVID-19 pandemic, nearly all students have had some kind of experience with modalities beyond traditional, on-site teaching. We wanted to study how first-year writing students experienced different modalities (i.e., on-site, hybrid, and online) to learn more about how best to support students and faculty in the future. This paper presents results of a mixed-methods study investigating differences in first-year writing student levels of confusion, satisfaction with social interaction, and preferences for modality in learning about writing. We found significant differences (with mostly small effects and some medium and large effects) in lower levels of confusion and higher satisfaction with social interaction in on-site classes relative to hybrid and online classes. We also found that students preferred a modality for a writing class for different and sophisticated reasons. On the basis of these results, we recommend more support for teaching in all modalities, more investigation of strengths/weaknesses of synchronous and asynchronous approaches, and more support offered to students before and during their writing classes for how best to learn how to learn in a given modality.

由于2019冠状病毒病大流行，几乎所有学生都有过传统现场教学之外的某种形式的经验。我们想研究一年级的写作学生如何经历不同的模式（即，现场，混合和在线），以了解更多关于如何在未来最好地支持学生和教师。本文介绍了一项混合方法研究的结果，该研究调查了一年级写作学生在学习写作时的困惑程度、对社会互动的满意度和对形式的偏好。我们发现，与混合课程和在线课程相比，现场课程在较低的困惑水平和较高的社会互动满意度方面存在显著差异（主要是小影响，一些中等和较大的影响）。我们还发现，学生对写作课的偏好有不同而复杂的原因。在这些结果的基础上，我们建议对所有形式的教学给予更多的支持，对同步和异步方法的优缺点进行更多的调查，并在写作课前和课中为学生提供更多的支持，以帮助他们最好地学习如何在给定的形式下学习。

{"title":"Preparing for a new paradigm: A mixed-methods study of student experience in on-site, hybrid, and online writing courses","authors":"Daniel Libertz, Kamal Belmihoub, Constantin Schreiber, Lisa Blankenship","doi":"10.1016/j.compcom.2024.102904","DOIUrl":"10.1016/j.compcom.2024.102904","url":null,"abstract":"<div><div>As a result of the COVID-19 pandemic, nearly all students have had some kind of experience with modalities beyond traditional, on-site teaching. We wanted to study how first-year writing students experienced different modalities (i.e., on-site, hybrid, and online) to learn more about how best to support students and faculty in the future. This paper presents results of a mixed-methods study investigating differences in first-year writing student levels of confusion, satisfaction with social interaction, and preferences for modality in learning about writing. We found significant differences (with mostly small effects and some medium and large effects) in lower levels of confusion and higher satisfaction with social interaction in on-site classes relative to hybrid and online classes. We also found that students preferred a modality for a writing class for different and sophisticated reasons. On the basis of these results, we recommend more support for teaching in all modalities, more investigation of strengths/weaknesses of synchronous and asynchronous approaches, and more support offered to students before and during their writing classes for how best to learn <em>how to learn</em> in a given modality.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102904"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Equitable writing classrooms and programs in the shadow of AI 在人工智能的阴影下公平地编写教室和程序

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-12-03 DOI: 10.1016/j.compcom.2024.102908

Megan McIntyre

Each year, in TA orientation, in the practicum course, and in professional development sessions, I ask TAs and instructors to consider what is, for me, the key question at the heart of our work as writing teachers: what do we owe our students? And a related and equally important question: what do we owe ourselves? In 2024, just over two years into the public existence of OpenAI's ChatGPT, the contexts for these questions are perhaps more complicated than ever, but I think the answers are mostly the same: we owe our students equitable classrooms, space to try and to fail, compassion and care, and authentic engagement. We owe them the rights our discipline affirmed almost fifty years ago when CCCC adopted Students’ Right to Their Own Language as the official position of the largest organization of writing teachers in the world. This article reviews an approach to the current Generative AI moment that is rooted in these commitments and reflects an approach I call “informed refusal,” which allows us to acknowledge the existence of generative AI without requiring students to use generative AI products. We can continue to teach critical literacies and attend to the things that make first-year writing classrooms unique, especially our attention to individualized feedback on students’ writing and our attention to helping students build self-efficacy via sustainable writing processes and reflective habits of mind. At the same time, I argue against the adoption of detectors and other writing surveillance technologies because of the ways that such tools reinforce overly simplistic notions of plagiarism (Moore-Howard) and can harm our relationships with students.

每年，在助教培训、实习课程和专业发展课程中，我都要求助教和讲师思考对我来说，作为写作老师，我们工作的核心关键问题是什么：我们欠学生什么？还有一个相关且同样重要的问题：我们欠自己什么？2024年，也就是OpenAI的ChatGPT公开存在两年多之后，这些问题的背景可能比以往任何时候都更加复杂，但我认为答案大多是一样的：我们应该为学生提供公平的教室、尝试和失败的空间、同情和关怀，以及真正的参与。近50年前，当CCCC将“学生使用自己语言的权利”作为世界上最大的写作教师组织的官方立场时，我们应该赋予他们我们学科所确认的权利。本文回顾了当前基于这些承诺的生成式人工智能时刻的一种方法，并反映了我称之为“知情拒绝”的方法，该方法允许我们承认生成式人工智能的存在，而不要求学生使用生成式人工智能产品。我们可以继续教授批判性素养，关注那些让一年级写作课堂与众不同的东西，尤其是我们对学生写作的个性化反馈的关注，以及我们通过可持续的写作过程和思维反思习惯帮助学生建立自我效能感的关注。与此同时，我反对采用检测器和其他写作监控技术，因为这些工具会强化过于简单的抄袭概念（Moore-Howard），并可能损害我们与学生的关系。

{"title":"Equitable writing classrooms and programs in the shadow of AI","authors":"Megan McIntyre","doi":"10.1016/j.compcom.2024.102908","DOIUrl":"10.1016/j.compcom.2024.102908","url":null,"abstract":"<div><div>Each year, in TA orientation, in the practicum course, and in professional development sessions, I ask TAs and instructors to consider what is, for me, the key question at the heart of our work as writing teachers: what do we owe our students? And a related and equally important question: what do we owe ourselves? In 2024, just over two years into the public existence of OpenAI's ChatGPT, the contexts for these questions are perhaps more complicated than ever, but I think the answers are mostly the same: we owe our students equitable classrooms, space to try and to fail, compassion and care, and authentic engagement. We owe them the rights our discipline affirmed almost fifty years ago when CCCC adopted Students’ Right to Their Own Language as the official position of the largest organization of writing teachers in the world. This article reviews an approach to the current Generative AI moment that is rooted in these commitments and reflects an approach I call “informed refusal,” which allows us to acknowledge the existence of generative AI without requiring students to use generative AI products. We can continue to teach critical literacies and attend to the things that make first-year writing classrooms unique, especially our attention to individualized feedback on students’ writing and our attention to helping students build self-efficacy via sustainable writing processes and reflective habits of mind. At the same time, I argue against the adoption of detectors and other writing surveillance technologies because of the ways that such tools reinforce overly simplistic notions of plagiarism (Moore-Howard) and can harm our relationships with students.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102908"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

High-context instruction: A case study of community college student responses for academic success in online composition courses 高语境教学：社区大学生对在线作文课程学业成功反应的个案研究

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-02-10 DOI: 10.1016/j.compcom.2025.102920

Roberto Rojas-Alfaro, Jeshua Enriquez

While online community college students’ engagement with coursework, class retention, and motivation to participate are critical for academic success, these needs often go unmet for diverse and underrepresented populations, especially in the absence of culturally responsive and inclusive teaching practices. This study contributes to the limited research on culturally responsive pedagogy in online community college settings by exploring the implementation and impact of high-context communication practices in that setting, with a focus on improving engagement and academic outcomes for diverse student populations. Drawing on frameworks of culturally responsive teaching and high-context communication, the research examines the effectiveness of “check-in assignments” as a low-stakes, personalized intervention designed to foster stronger faculty-student relationships, enhance student belonging, and bridge cultural communication gaps in online learning environments. Using a mixed-methods approach, the study analyzes quantitative data on assignment engagement and qualitative themes from student responses. Findings indicate that high-context communication practices promote deeper engagement, especially among Hispanic and non-Hispanic females, while highlighting disparities in engagement among male students. Key themes—course perceptions, personal challenges, and faculty-student relationships—underscore the role of culturally informed interventions in addressing the needs of underrepresented groups and enhancing engagement and academic success. Future research could expand on these findings by exploring longitudinal outcomes and adaptive strategies for diverse learning environments.

虽然在线社区大学生对课程的参与、课堂的保留和参与的动机对学术成功至关重要，但这些需求往往无法满足多样化和代表性不足的人群，特别是在缺乏文化响应和包容性教学实践的情况下。本研究通过探索在线社区大学环境中高情境交流实践的实施和影响，为在线社区大学环境中文化响应教学法的有限研究做出了贡献，重点是提高不同学生群体的参与度和学术成果。利用文化响应式教学和高语境沟通的框架，本研究考察了“签到作业”作为一种低风险、个性化干预的有效性，旨在促进更牢固的师生关系，增强学生归属感，并弥合在线学习环境中的文化交流差距。本研究采用混合方法，分析了作业参与度的定量数据和学生回答的定性主题。研究结果表明，高语境交际实践促进了更深层次的参与，尤其是在西班牙裔和非西班牙裔女性中，同时强调了男性学生参与程度的差异。关键主题——课程认知、个人挑战和师生关系——强调了文化知情干预在解决代表性不足群体的需求、提高参与度和学业成功方面的作用。未来的研究可以通过探索不同学习环境的纵向结果和适应策略来扩展这些发现。

{"title":"High-context instruction: A case study of community college student responses for academic success in online composition courses","authors":"Roberto Rojas-Alfaro, Jeshua Enriquez","doi":"10.1016/j.compcom.2025.102920","DOIUrl":"10.1016/j.compcom.2025.102920","url":null,"abstract":"<div><div>While online community college students’ engagement with coursework, class retention, and motivation to participate are critical for academic success, these needs often go unmet for diverse and underrepresented populations, especially in the absence of culturally responsive and inclusive teaching practices. This study contributes to the limited research on culturally responsive pedagogy in online community college settings by exploring the implementation and impact of high-context communication practices in that setting, with a focus on improving engagement and academic outcomes for diverse student populations. Drawing on frameworks of culturally responsive teaching and high-context communication, the research examines the effectiveness of “check-in assignments” as a low-stakes, personalized intervention designed to foster stronger faculty-student relationships, enhance student belonging, and bridge cultural communication gaps in online learning environments. Using a mixed-methods approach, the study analyzes quantitative data on assignment engagement and qualitative themes from student responses. Findings indicate that high-context communication practices promote deeper engagement, especially among Hispanic and non-Hispanic females, while highlighting disparities in engagement among male students. Key themes—course perceptions, personal challenges, and faculty-student relationships—underscore the role of culturally informed interventions in addressing the needs of underrepresented groups and enhancing engagement and academic success. Future research could expand on these findings by exploring longitudinal outcomes and adaptive strategies for diverse learning environments.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102920"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Voice in AI-assisted multimodal texts: What do readers pay attention to? 人工智能辅助多模态文本中的语音：读者关注什么？

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-02-05 DOI: 10.1016/j.compcom.2025.102918

Xiao Tan , Wei Xu , Chaoran Wang

Despite the extensive research on voice in traditional text-based writing, there is a notable lack of empirical studies examining this concept within multimodal writing contexts. The shift towards multimodality in writing research, coupled with the rise of Generative Artificial Intelligence (GenAI) in content creation, calls for a deeper understanding of how voice is perceived by readers beyond traditional writing contexts. This mixed-method study addresses this gap by exploring voice construction in GenAI-assisted photo essays from a dialogic perspective. In this study, we invited writing teachers to rank five student-produced photo essays according to their perceived voice strengths and analyzed the rankings using Kendall's Coefficient Concordance. The statistical analysis shows a weak agreement (W = 0.27) among raters, suggesting that voice is perceived quite diversely. The follow-up interviews with six focal raters reveal that they could agree on the importance of having unique ideas and angles in writing, keeping writing coherent and focused, using appropriate quotations, and incorporating images to enhance storytelling. However, opinions diverge regarding using primary and secondary texts, adopting academic discourse features, and including AI-generated images. The study adds to scholarly conversation of voice in composition studies and suggests that divergence in perceiving voice could be leveraged to fuel the discussion about voice in writing pedagogy.

尽管人们对传统文本写作中的语音进行了广泛的研究，但在多模态写作环境中对这一概念进行实证研究的人却很少。写作研究向多模态的转变，加上生成式人工智能（GenAI）在内容创作方面的兴起，要求我们更深入地了解读者在传统写作环境之外是如何感知声音的。这个混合方法的研究通过从对话的角度探索genai辅助照片文章中的语音结构来解决这一差距。在这项研究中，我们邀请写作教师根据他们感知到的声音优势对五篇学生制作的照片文章进行排名，并使用肯德尔系数一致性分析排名。统计分析显示，评分者之间的一致性较弱（W = 0.27），表明声音的感知相当多样化。对6位焦点评分者的后续采访显示，他们都同意在写作中拥有独特的想法和角度、保持写作的连贯和重点、使用适当的引文以及结合图像来增强故事叙述的重要性。然而，在使用一手文本和第二手文本、采用学术话语特征以及包括人工智能生成的图像方面，意见分歧。该研究增加了写作研究中声音的学术讨论，并建议利用声音感知的分歧来推动关于写作教学中声音的讨论。

{"title":"Voice in AI-assisted multimodal texts: What do readers pay attention to?","authors":"Xiao Tan , Wei Xu , Chaoran Wang","doi":"10.1016/j.compcom.2025.102918","DOIUrl":"10.1016/j.compcom.2025.102918","url":null,"abstract":"<div><div>Despite the extensive research on voice in traditional text-based writing, there is a notable lack of empirical studies examining this concept within multimodal writing contexts. The shift towards multimodality in writing research, coupled with the rise of Generative Artificial Intelligence (GenAI) in content creation, calls for a deeper understanding of how voice is perceived by readers beyond traditional writing contexts. This mixed-method study addresses this gap by exploring voice construction in GenAI-assisted photo essays from a dialogic perspective. In this study, we invited writing teachers to rank five student-produced photo essays according to their perceived voice strengths and analyzed the rankings using Kendall's Coefficient Concordance. The statistical analysis shows a weak agreement (W = 0.27) among raters, suggesting that voice is perceived quite diversely. The follow-up interviews with six focal raters reveal that they could agree on the importance of having unique ideas and angles in writing, keeping writing coherent and focused, using appropriate quotations, and incorporating images to enhance storytelling. However, opinions diverge regarding using primary and secondary texts, adopting academic discourse features, and including AI-generated images. The study adds to scholarly conversation of voice in composition studies and suggests that divergence in perceiving voice could be leveraged to fuel the discussion about voice in writing pedagogy.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102918"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143273273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mittens and masks: Meme commentary on the covid-19 pandemic 连指手套和口罩：对covid-19大流行的模因评论

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-01-01 DOI: 10.1016/j.compcom.2024.102910

Tracey Hayes

The Inauguration of Joe Biden led to the creation of the Bernie Sanders and his Mittens meme, which had a mask-wearing Sanders huddled on a folding chair (socially distanced) wearing his hand-knitted mittens watching the inauguration. Individuals and organizations crafted their own versions with Sanders (and his mittens) appearing everywhere from The Muppet Show to Da Vinci's painting of the Last Supper. These memes have a connection to the pandemic focusing on aspects related to the pandemic such as social distancing, mask wearing, and isolation. This article serves two purposes, the first uses humor theories and their functions combined with the rhetoric of intertextuality to analyze how these memes functioned and thus provided commentary about life during a pandemic. These memes provided stress relief using humor, but also united people, created community, and established an archive of the time during the pandemic. The second purpose applies the classical rhetorical canon to memes thus exploring how memes can be relevant tools for teaching digital rhetoric.

拜登的就职典礼引发了“伯尼·桑德斯和他的连指手套”的表情包，戴着口罩的桑德斯蜷缩在折叠椅上（社交距离），戴着手工编织的连指手套观看就职典礼。从《布偶秀》到达芬奇的画作《最后的晚餐》，个人和组织都制作了自己的版本，桑德斯（和他的连指手套）无处不在。这些模因与大流行有关，重点关注与大流行相关的方面，如保持社交距离、佩戴口罩和隔离。这篇文章有两个目的，第一，运用幽默理论及其功能，结合互文性的修辞来分析这些模因是如何发挥作用的，从而提供了对大流行期间生活的评论。这些表情包以幽默的方式缓解了压力，但也团结了人们，创造了社区，并建立了大流行期间的档案。第二个目的是将经典修辞经典应用于模因，从而探索模因如何成为数字修辞学教学的相关工具。

引用次数: 0

Letter from the editor 编辑来信

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-02-08 DOI: 10.1016/j.compcom.2025.102919

Jason Tham

引用次数: 0

Student use of generative AI as a composing process supplement: Concerns for intellectual property and academic honesty 学生使用生成式人工智能作为写作过程的补充：对知识产权和学术诚信的关注

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-11-24 DOI: 10.1016/j.compcom.2024.102894

Emma Kostopolus

This article discusses the nuanced challenges of using Generative Artificial Intelligence in multimodal compositions while maintaining an ethical adherence to ideas of academic honesty and intellectual property. Through examining hypothetical scenarios, we can see that multimodality complicates the concept of “fair use” in academic contexts, since image or audio generation via AI functions differently than text generated by a Large Language Model. In thinking through the case studies, the article presents an argument for how educators can still use Generative AI in their multimodal composition assignments, through teaching students to us it as a process supplement and to always be critically aware of their citational responsibilities. This understanding of Generative AI use is placed in conversation with our understanding of intellectual property law as relates to both the classroom and broader digital composing environments, to better prepare students to create texts in their future careers.

本文讨论了在多模态作品中使用生成式人工智能的微妙挑战，同时保持对学术诚实和知识产权思想的道德坚持。通过检查假设的场景，我们可以看到，多模态使学术背景下的“合理使用”概念变得复杂，因为通过AI功能生成的图像或音频与由大型语言模型生成的文本不同。通过案例研究，本文提出了一个论点，即教育工作者如何仍然可以在他们的多模态作文作业中使用生成式人工智能，通过教学生将其作为过程补充，并始终批判性地意识到他们的引用责任。这种对生成式人工智能使用的理解与我们对知识产权法的理解相结合，因为知识产权法与课堂和更广泛的数字排版环境有关，以便更好地为学生在未来的职业生涯中创建文本做好准备。

引用次数: 0

From “Text-heavy slides” to “That image did a lot of the work”: Five faculty transition from text to visuals in online video instruction 从“文字密集的幻灯片”到“那张图片做了很多工作”：五名教师在在线视频教学中从文字转向视觉

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-02-03 DOI: 10.1016/j.compcom.2025.102917

Ann N. Amicucci, McKenna Argo

Instructional videos offer learning value to students in online college writing courses, but faculty lack training in composing effective videos, and research on video education has not addressed videos within text-heavy disciplines such as writing studies. This qualitative study examines how 5 writing faculty move from composing text-heavy videos to composing videos that use visuals in place of text, in keeping with practices demonstrated as effective in video education research. Study participants completed training grounded in Universal Design for Learning and Cognitive Theory of Multimedia Learning. Study results demonstrated that this training enabled faculty to produce videos better suited to supporting student learning while developing understandings of how students learn through video.

教学视频为在线大学写作课程的学生提供了学习价值，但教师缺乏编写有效视频的培训，并且视频教育的研究还没有在文本繁重的学科（如写作研究）中解决视频问题。这项定性研究考察了写作教师如何从编写文本繁重的视频转向使用视觉代替文本的视频，以保持在视频教育研究中证明有效的实践。研究参与者完成了基于学习通用设计和多媒体学习认知理论的培训。研究结果表明，这种培训使教师能够制作更适合支持学生学习的视频，同时培养对学生如何通过视频学习的理解。

引用次数: 0

Celebrating Dr. Kristine Blair's Legacy at Computers and Composition 计算机与写作》杂志庆祝克里斯汀-布莱尔博士的遗产

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-01-02 DOI: 10.1016/j.compcom.2024.102912

Jason Tham

引用次数: 0

Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms 将生成式人工智能整合到数字多模态作文中：多元文化第二语言课堂研究

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-11-27 DOI: 10.1016/j.compcom.2024.102895

Chin-Hsi Lin , Keyi Zhou , Lanqing Li , Lanfang Sun

This study examines the integration of generative AI tools into digital multimodal composition (DMC) within a multicultural context, examining their impact on students’ motivation, writing processes, and outcomes. Eleven culturally diverse students from two high schools in Hong Kong participated in the study. The study developed and employed a novel pedagogical framework, IDEA (Interpret, Design, Evaluate, and Articulate), to seamlessly incorporate generative AI into DMC practices. Data-collection methods included analysis of generative AI tool-usage history, classroom video observations, surveys, and interviews. The findings reveal that students leveraged generative AI’s capabilities across five key areas: content generation, feedback and revision, multilingual support, critical thinking, and visual representation. The integration of AI tools followed distinct stages in the composition process, resulting in enhancements to the vocabulary, grammar, and structural elements of students’ work. This research contributes to the growing body of knowledge on the intersection of generative AI, education, and multimodal literacy, with a particular emphasis on human-AI collaboration in multicultural settings. It also offers valuable insights for educators seeking to enhance students’ DMC skills through the thoughtful integration of generative AI tools, potentially increasing engagement, motivation, and creative expression among learners from diverse cultural backgrounds.

本研究探讨了在多元文化背景下，生成式人工智能工具与数字多模态作文（DMC）的整合，研究了它们对学生动机、写作过程和结果的影响。来自香港两所高中的11名不同文化背景的学生参与了这项研究。该研究开发并采用了一种新的教学框架IDEA（解释、设计、评估和表达），将生成式人工智能无缝地整合到DMC实践中。数据收集方法包括分析生成式人工智能工具的使用历史、课堂视频观察、调查和访谈。研究结果显示，学生们在五个关键领域利用了生成式人工智能的能力：内容生成、反馈和修订、多语言支持、批判性思维和视觉表现。人工智能工具的整合遵循了作文过程的不同阶段，从而增强了学生作业的词汇、语法和结构元素。本研究为生成式人工智能、教育和多模态读写交叉领域的知识体系的发展做出了贡献，特别强调了多元文化环境下人类与人工智能的协作。它还为教育工作者提供了宝贵的见解，他们希望通过深思熟虑地整合生成式人工智能工具来提高学生的DMC技能，从而潜在地提高来自不同文化背景的学习者的参与度、积极性和创造性表达。

{"title":"Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms","authors":"Chin-Hsi Lin , Keyi Zhou , Lanqing Li , Lanfang Sun","doi":"10.1016/j.compcom.2024.102895","DOIUrl":"10.1016/j.compcom.2024.102895","url":null,"abstract":"<div><div>This study examines the integration of generative AI tools into digital multimodal composition (DMC) within a multicultural context, examining their impact on students’ motivation, writing processes, and outcomes. Eleven culturally diverse students from two high schools in Hong Kong participated in the study. The study developed and employed a novel pedagogical framework, IDEA (Interpret, Design, Evaluate, and Articulate), to seamlessly incorporate generative AI into DMC practices. Data-collection methods included analysis of generative AI tool-usage history, classroom video observations, surveys, and interviews. The findings reveal that students leveraged generative AI’s capabilities across five key areas: content generation, feedback and revision, multilingual support, critical thinking, and visual representation. The integration of AI tools followed distinct stages in the composition process, resulting in enhancements to the vocabulary, grammar, and structural elements of students’ work. This research contributes to the growing body of knowledge on the intersection of generative AI, education, and multimodal literacy, with a particular emphasis on human-AI collaboration in multicultural settings. It also offers valuable insights for educators seeking to enhance students’ DMC skills through the thoughtful integration of generative AI tools, potentially increasing engagement, motivation, and creative expression among learners from diverse cultural backgrounds.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102895"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Computers and Composition

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀