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The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion 自我效能与技术依赖的悖论:解读生成式人工智能对大学生完成任务的影响
IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-11-14 DOI: 10.1016/j.iheduc.2024.100978
Ling Zhang , Junzhou Xu
In the era of proliferating artificial intelligence (AI) technology, generative AI is reshaping educational landscapes, prompting a critical examination of its influence on students' learning processes and their self-efficacy amid concerns over growing technological dependence. This study investigates the nuanced relationship between generative AI use and university students' self-efficacy and technological dependence, illuminating the underlying paradoxes and implications for inclusive education practices. Through a survey of 348 university students, with 200 valid responses analyzed, we uncover the direct and indirect impacts of generative AI usage frequency on AI dependence. Our findings reveal a paradoxical effect: enhanced AI usage significantly amplifies students' confidence and efficiency in learning, yet simultaneously intensifies their dependence on AI. This dual impact both supports and complicates the incorporation of AI technologies into educational settings, underscoring the need for a balanced approach to leveraging AI in teaching and learning. Our study underscores the critical importance of a nuanced understanding of AI's role in education. It highlights the necessity of crafting an educational landscape where technology augments learning processes without compromising independent learning capabilities. By navigating the complex interplay between technological advancement and educational inclusivity, our findings guide the development of AI-assisted learning environments that are not only effective but also equitable and accessible.
在人工智能(AI)技术激增的时代,生成式人工智能正在重塑教育景观,促使人们对其对学生学习过程和自我效能的影响进行批判性审视,同时对日益增长的技术依赖性表示担忧。本研究调查了生成式人工智能的使用与大学生的自我效能感和技术依赖性之间的微妙关系,揭示了潜在的悖论和对全纳教育实践的影响。通过对 348 名大学生的调查(分析了 200 份有效回复),我们揭示了生成式人工智能使用频率对人工智能依赖性的直接和间接影响。我们的研究结果揭示了一种矛盾效应:人工智能使用率的提高显著增强了学生的学习信心和效率,但同时也加剧了他们对人工智能的依赖。这种双重影响既支持了将人工智能技术融入教育环境,也使之变得更加复杂,强调了在教学中利用人工智能需要采取一种平衡的方法。我们的研究强调,细致入微地理解人工智能在教育中的作用至关重要。它强调了精心打造教育环境的必要性,在这样的环境中,技术既能增强学习过程,又不会损害自主学习能力。通过驾驭技术进步与教育包容性之间复杂的相互作用,我们的研究结果为人工智能辅助学习环境的发展提供了指导,这种环境不仅有效,而且公平、无障碍。
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引用次数: 0
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies 以前的在线学习经历是偶然的专业发展:在线教师信念和策略横断面调查
IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-11-05 DOI: 10.1016/j.iheduc.2024.100977
Kerry J. Burner, Vanessa P. Dennen, Sihan Jian
This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking, and use of quality measures. Findings from an online survey show that most instructors with prior online learning experience believe that experience has heavily shaped some of their teaching practices and their desire to teach online. Additionally, these instructors were significantly more likely than their counterparts without online learning experience to find end-of-week summaries, online discussions, and small group activities important. The implications of these and the non-significant findings around help-seeking and quality measures are discussed in the light of professional development programs and meeting the needs of online instructors in higher education environments.
本研究探讨了以前作为在线学习者的经历如何通过偶然学习为教师成为在线教师做好准备。本研究由四个研究问题驱动,询问教师在进行在线教学时是否借鉴了这些经验,以及具有这些在线学习经验的教师在教学策略、寻求帮助和使用质量措施方面是否与其他在线教师有所不同。在线调查结果显示,大多数有过在线学习经验的教师认为,这些经验在很大程度上影响了他们的一些教学实践和在线教学的愿望。此外,与没有在线学习经验的教师相比,这些教师更倾向于认为周末总结、在线讨论和小组活动很重要。我们从专业发展计划和满足高等教育环境中在线教师需求的角度,讨论了这些研究结果的意义,以及有关寻求帮助和质量衡量标准的非显著性研究结果。
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引用次数: 0
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback 互动与对话:人工智能在混合模式写作反馈中的整合与应用
IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-30 DOI: 10.1016/j.iheduc.2024.100975
Yang Jiang
With the rapid advancement of Artificial Intelligence (AI), particularly conversational tools like Chat Generative Pre-trained Transformer (ChatGPT), their application in writing feedback has sparked widespread discussion. While AI writing feedback has proven effective, most research focuses on single feedback methods, with a limited exploration of integrating AI with other approaches. This study uses the Interactive, Constructive, Active, Passive (ICAP) framework to compare hybrid and single feedback in Chinese writing among 86 university students studying in Tibet. The study was conducted in two phases: Phase 1 involved a ten-week quasi-experiment, where the control group received human teacher feedback, and experimental groups received feedback from Kimi.AI (Passive or Active) or a combination of both. In Phase 2, data were collected through semistructured interviews and analyzed using AntConc software. Results showed that combined teacher and AI feedback improved writing skills significantly, highlighting the importance of Rich Interaction and AI's potential to promote educational equity.
随着人工智能(AI)的快速发展,尤其是像聊天生成预训练转换器(ChatGPT)这样的会话工具,它们在写作反馈中的应用引发了广泛的讨论。虽然人工智能写作反馈已被证明是有效的,但大多数研究都集中在单一的反馈方法上,对人工智能与其他方法结合的探索还很有限。本研究采用互动、建构、主动、被动(ICAP)框架,比较了混合反馈和单一反馈在西藏 86 名大学生汉语写作中的应用。研究分两个阶段进行:第一阶段是为期十周的准实验,对照组接受教师的反馈,实验组接受来自 Kimi.AI(被动或主动)或两者结合的反馈。在第二阶段,通过半结构式访谈收集数据,并使用 AntConc 软件进行分析。结果表明,教师和人工智能的联合反馈显著提高了写作能力,突出了丰富互动的重要性和人工智能促进教育公平的潜力。
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引用次数: 0
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments 从情境期望值理论角度看混合式学习环境中的教学临场感和学生参与度
IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-28 DOI: 10.1016/j.iheduc.2024.100974
Jing Ma , Mingmin Zheng , Xiaoxiao Feng
Teaching presence is a key factor affecting student engagement, yet scant research has examined the uniquely longitudinal effect of teaching presence on student engagement. This study, guided by the the processual, situated, and directional lens of Situated Expectancy-Value Theory (SEVT), employed longitudinal structural equation modeling to analyze data from 258 undergraduate students at a Chinese university, investigating how initial teaching presence influenced subsequent motivational constructs (self-efficacy and course value) and student engagement in blended learning environments. Our findings revealed there was an evolving and complex interplay among these constructs. Teaching presence demonstrated a sustained autoregressive effect of itself. Meanwhile, teaching presence acted as a situated catalyst that not only impacted immediate student engagement but also later perceptions of course value and self-efficacy, which in turn increased student engagement levels at the end of the semester. Furthermore, while self-efficacy and course value mediated the relationship between teaching presence and student engagement, the mediating effect of course value was more pronounced. Additionally, the directionality of predicting relationships, revealing a predominant influence from teaching presence to student engagement, rather than a reciprocal relationship. This research underscores the importance of instructional strategies prioritizing a robust teaching presence to initiate a cycle of positive student engagement in blended learning environments. By understanding the longitudinal effects of teaching presence, educators can develop more effective approaches to enhance student engagement and learning outcomes.
教学临场感是影响学生参与度的一个关键因素,但很少有研究探讨教学临场感对学生参与度的独特纵向影响。本研究以情境期望值理论(Situated Expectancy-Value Theory,SEVT)的过程性、情境性和方向性视角为指导,采用纵向结构方程模型分析了来自中国某大学 258 名本科生的数据,探讨了初始教学临场感如何影响混合学习环境中的后续动机建构(自我效能感和课程价值)和学生参与度。我们的研究结果表明,这些建构之间存在着不断发展的复杂相互作用。教学临场感本身表现出持续的自回归效应。同时,教学临场感作为一种情境催化剂,不仅影响了学生的即时参与度,还影响了学生日后对课程价值和自我效能的感知,进而提高了学生在学期末的参与度。此外,虽然自我效能感和课程价值对教学临场感和学生参与度之间的关系起到了中介作用,但课程价值的中介效应更为明显。此外,预测关系的方向性,揭示了教学临场感对学生参与度的主要影响,而不是互惠关系。这项研究强调了教学策略的重要性,即在混合式学习环境中,优先考虑强有力的教学临场感,以启动学生积极参与的循环。通过了解教学临场感的纵向影响,教育工作者可以开发出更有效的方法来提高学生的参与度和学习效果。
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引用次数: 0
Exploratory study of an AI-supported discussion representational tool for online collaborative learning in a Chinese university 中国大学在线协作学习中人工智能支持的讨论表征工具的探索性研究
IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-10 DOI: 10.1016/j.iheduc.2024.100973
Xi Kong , Zhi Liu , Changsheng Chen , Sannyuya Liu , Zhenguo Xu , Qianhui Tang
With the aid of artificial intelligence (AI), it is more feasible to leverage discussion data to understand the online collaborative learning process. This paper presented an AI-supported discussion representational tool (integrating behavioral and cognitive representations) aimed at enhancing online collaborative learning from three aspects: motivation, cognitive presence, and learning performance. A randomized controlled trial (RCT) was conducted to examine the tool's effectiveness with 122 students in four groups: (1) behavioral representation (n = 31), (2) cognitive representation (n = 31), (3) mixed mode (combining behavioral and cognitive representations, n = 30), and (4) a control group (n = 30). Results indicated that: (1) the discussion representational tool did not significantly enhance students' motivation but led to significant gains in their learning performance compared to the control group; (2) students who learned with the discussion representational tool showed significant improvements in higher-order cognitive presence, ordered network analysis revealed that they generated more higher-level cognitive connections; (3) the motivation is an effective predictor of cognitive presence and learning performance, and discussion representational tool positively moderated the relationship between motivation, cognitive presence, and learning performance. These findings represent a new contribution of the AI-supported discussion representational tool to facilitate online collaborative learning.
借助人工智能(AI),利用讨论数据了解在线协作学习过程变得更加可行。本文介绍了一种人工智能支持的讨论表征工具(整合了行为和认知表征),旨在从动机、认知存在和学习成绩三个方面提高在线协作学习。研究人员对 122 名学生进行了随机对照试验(RCT),以检验该工具的有效性,试验分为四组:(1) 行为表征组(n = 31);(2) 认知表征组(n = 31);(3) 混合模式组(结合行为表征和认知表征,n = 30);(4) 对照组(n = 30)。结果表明(1) 与对照组相比,讨论表征工具没有显著提高学生的学习动机,但使他们的学习成绩有了显著提高;(2) 使用讨论表征工具学习的学生在高阶认知存在方面有了显著提高,有序网络分析显示他们产生了更多高层次的认知联系;(3) 学习动机是认知存在和学习成绩的有效预测因素,讨论表征工具对学习动机、认知存在和学习成绩之间的关系起到了积极的调节作用。这些发现代表了人工智能支持的讨论表征工具在促进在线协作学习方面的新贡献。
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引用次数: 0
Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program 探索国际培训项目中全球南部高校教师完成在线专业学习的影响因素
IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-14 DOI: 10.1016/j.iheduc.2024.100963
Chao Wang , Xiao Hu

Online courses emerged as an important mode for large-scale cross-national teachers' professional learning. However, with most previous research on teacher online professional learning (TOPL) focusing on resource-rich and technology-advanced regions, little attention has been paid to the factors influencing the online learning completion of college teachers in Global South contexts. This study aimed to explore the facilitators and inhibitors of this population's online learning completion in a cross-country program. In seven courses, individual, institutional, and country-level data of 3529 teacher-learners from 99 countries were collected. Forty-two learners were further interviewed. We adopted hierarchical linear modeling to analyze the nested relationships among the individual/institutional/country-level factors and course completion. Results revealed several significant associations between individual/institutional/country-level variables and course completion, as well as several moderation effects. Interviews complemented the analytics results. This study uncovers influential factors of TOPL in Global South contexts and provides practical implications for college teachers' online professional learning.

在线课程已成为大规模跨国教师专业学习的重要模式。然而,以往关于教师在线专业学习(TOPL)的研究大多集中在资源丰富、技术先进的地区,很少有人关注影响全球南部地区高校教师完成在线学习的因素。本研究旨在探索在跨国项目中,促进和抑制这类人群完成在线学习的因素。在七门课程中,收集了来自 99 个国家的 3529 名教师学习者的个人、机构和国家层面的数据。我们还进一步采访了 42 名学习者。我们采用分层线性模型分析了个人/机构/国家层面因素与课程完成之间的嵌套关系。结果显示,个人/机构/国家层面的变量与课程完成情况之间存在几种重要的关联以及几种调节效应。访谈对分析结果进行了补充。本研究揭示了在全球南部背景下 TOPL 的影响因素,并为高校教师的在线专业学习提供了实际启示。
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引用次数: 0
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability 人工智能支持的同伴反馈方法对大学英语学生反馈质量和写作能力的影响
IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-14 DOI: 10.1016/j.iheduc.2024.100962
Kai Guo , Mengru Pan , Yuanke Li , Chun Lai

This study examined the impact of an artificial intelligence (AI)-supported approach to peer feedback provision on the feedback quality and writing ability of English as a foreign language (EFL) student reviewers. The researchers integrated an AI chatbot named Eva into an online peer review system to assist students in generating feedback. A total of 124 Chinese undergraduate students participated in nine peer review tasks over three weeks, with 64 students in the experimental group (using Eva) and 60 students in the control group (without AI support). Pre- and post-tests were conducted to assess the quality of student reviewers' peer feedback and these feedback providers' writing performance before and after the intervention. The findings revealed that the intervention significantly enhanced students' feedback quality. Additionally, the study showed that the proposed approach improved feedback providers' writing ability. This research underscores the potential of AI technology in enhancing EFL writing instruction.

本研究考察了人工智能(AI)支持的同伴反馈方法对英语作为外语(EFL)学生审阅者的反馈质量和写作能力的影响。研究人员将名为 "伊娃 "的人工智能聊天机器人集成到在线同行评阅系统中,以帮助学生生成反馈。共有 124 名中国本科生参加了为期三周的九项互评任务,其中实验组(使用 Eva)64 人,对照组(无 AI 支持)60 人。干预前后进行了前测和后测,以评估学生审阅者的同行反馈质量以及这些反馈者的写作表现。研究结果表明,干预大大提高了学生的反馈质量。此外,研究还表明,建议的方法提高了反馈提供者的写作能力。这项研究强调了人工智能技术在提高 EFL 写作教学方面的潜力。
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引用次数: 0
Exploring learner satisfaction and the effectiveness of microlearning in higher education 探索高等教育中学习者的满意度和微观学习的有效性
IF 8.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-23 DOI: 10.1016/j.iheduc.2024.100952
Albert Rof, Andrea Bikfalvi, Pilar Marques

The rise of microlearning both for professional training and in the field of education seems unstoppable. Nonetheless, there is a lack of evidence of its learning effectiveness and student satisfaction. The purpose of this paper is to uncover these two aspects of microlearning when taking part in a business education program. Its originality is that it analyses in depth a fast-growing EdTech startup that provides business training using microlearning methods, exploring the effect in terms of student satisfaction and learning effectiveness when combining a significant number of microlearning lessons to create a macro-learning course. Findings show that learning effectiveness is mainly explained by the reason for enrolling in this type of training and its applicability to the students' current jobs, resulting in four possible learning outcomes of increasing levels of effectiveness: entertainment, updating knowledge and skills, unexpected learning, and effective learning. This paper helps fill a gap in the research on learner satisfaction and microlearning effectiveness, finding that they are not necessarily guaranteed. It also has practical implications for designing, recruiting for, and implementing microlearning-based programs.

Keypoints: Empirical research into microlearning effectiveness and student satisfaction in postgraduate business education. Exploring the effectiveness of macro-learning, or the grouping of a significant number of microlearning lessons into a learning program. Uncovering different levels of learning effectiveness and their antecedent conditions.

微学习在专业培训和教育领域的兴起似乎势不可挡。然而,关于微学习的学习效果和学生满意度却缺乏证据。本文旨在揭示微学习在参加商业教育项目时的这两个方面。本文的独创性在于,它深入分析了一家利用微学习方法提供商业培训的快速发展的教育科技初创公司,探讨了在将大量微学习课程组合成宏学习课程时,学生满意度和学习效果的影响。研究结果表明,学习效果主要取决于参加此类培训的原因及其对学生当前工作的适用性,由此可能产生四种效果程度依次递增的学习结果:娱乐、更新知识和技能、意外学习和有效学习。本文有助于填补关于学员满意度和微观学习效果的研究空白,发现它们并不一定有保证。它还对设计、招聘和实施基于微学习的项目具有实际意义:商业研究生教育中微观学习效果和学生满意度的实证研究。探索宏观学习的有效性,或将大量微观学习课程组合成一个学习项目。揭示不同层次的学习效果及其先决条件。
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引用次数: 0
Self-presentation and social networking online: The professional identity of PhD students in HCI 自我展示与网络社交:人机交互专业博士生的专业身份
IF 8.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-26 DOI: 10.1016/j.iheduc.2024.100951
Chuhao Wu, John M. Carroll

The number of research doctorate degrees awarded by US institutions per year has increased steadily over the decades. However, the academic job market is also becoming more competitive, and doctoral candidates often face difficulties in developing a professional identity and making career-related decisions. In this study, we investigated PhD students' professional identity formation with regard to their usage of social networking sites (SNSs). Through semi-structured interviews with 16 students in Human-Computer Interaction (HCI), we found that self-presentation and online presence in the online community were considered necessary. Students' perception of using SNSs for professional activities was impacted by their peers and faculty. SNSs helped students gain information and support from online communities and also reflected their professional identities. The results present insights for transforming doctoral education and preparing students for diverse career options in today's economy.

几十年来,美国院校每年授予的研究博士学位数量稳步增长。然而,学术就业市场的竞争也日趋激烈,博士生在建立职业认同和做出职业相关决策时往往面临困难。在本研究中,我们调查了博士生在使用社交网站(SNS)方面的职业认同形成情况。通过对 16 名人机交互(HCI)专业的学生进行半结构式访谈,我们发现在网络社区中进行自我展示和在线存在被认为是必要的。学生对使用 SNS 开展专业活动的看法受到了同学和教师的影响。SNS 帮助学生从网络社区获得信息和支持,同时也反映了他们的专业身份。研究结果为转变博士生教育和培养学生在当今经济形势下的多样化职业选择提供了启示。
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引用次数: 0
Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing 嘿,ChatGPT,给我一个关于学位冷漠和学生使用人工智能写作业的论文题目吧
IF 8.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-16 DOI: 10.1016/j.iheduc.2024.100950
David Playfoot, Martyn Quigley, Andrew G. Thomas

ChatGPT could allow students to plagiarize the content of their coursework with little risk of detection. Little is known about undergraduate willingness to use AI tools. In this study, psychology undergraduates (N = 160) from the United Kingdom, indicated their willingness to use, and history of using, ChatGPT to write university assignments. Almost a third (32%) indicated that they would use such tools; 15% indicated that they had used them already. Neither personality (conscientiousness, agreeableness, Machiavellianism, narcissism), academic performance, nor study skills self-efficacy could predict future use of AI tools. A novel Degree Apathy Scale was the only significant predictor. Willingness to use AI tools was greater when the risk of getting caught was low, and punishment was light, particularly for those high in degree apathy. Findings suggest that degree apathy is a key risk factor in academic misconduct. Wider research and pedagogical applications of degree apathy are discussed.

ChatGPT 可以让学生在几乎不被发现的情况下剽窃他们的课业内容。人们对本科生使用人工智能工具的意愿知之甚少。在这项研究中,来自英国的心理学本科生(N = 160)表示他们愿意使用 ChatGPT 来撰写大学作业,并且有使用 ChatGPT 的历史。近三分之一(32%)的人表示会使用此类工具;15%的人表示已经使用过。人格(自觉性、合意性、马基雅维利主义、自恋)、学习成绩和学习技能自我效能感都无法预测未来人工智能工具的使用情况。新的冷漠程度量表是唯一显著的预测指标。当被抓的风险较低且惩罚较轻时,使用人工智能工具的意愿会更强,尤其是对程度冷漠程度较高的人而言。研究结果表明,学位冷漠是学术不端行为的一个关键风险因素。本文讨论了学位冷漠的更广泛的研究和教学应用。
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引用次数: 0
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