基于 ChatGPT 的翻转学习指导方法对学习者课件项目表现和认知的影响

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-12-22 DOI:10.14742/ajet.8923
Haifeng Li
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引用次数: 0

摘要

近几十年来,教师采用翻转学习来提高学习成绩。然而,要在同一时间为所有学生提供即时的个性化指导是一项挑战。针对这一不足,笔者基于聊天生成预训练转换器(ChatGPT)和学习支架理论,按照分析、设计、开发、实施和评价模型,开发了基于聊天生成预训练转换器的翻转学习指导方法(ChatGPT-FLGA)。为了研究 ChatGPT-FLGA 的有效性,我们在一个课件项目的学习活动中进行了一次准实验。两个班级中的一个班被随机分配到实验组,另一个班被分配到对照组。两个班级的学生都接受了翻转课堂教学,并通过腾讯 QQ 应用进行了讨论,但只有实验组的学生使用 ChatGPT-FLGA 进行了学习。结果显示,ChatGPT-FLGA 显著提高了学生的学习成绩、自我效能感、学习态度、内在动机和创造性思维。研究结果通过探讨 ChatGPT-FLGA 对学生成绩和认知的影响,丰富了有关翻转课堂中 ChatGPT 的文献。课程设计者和学术人员可以利用ChatGPT-FLGA在大规模开放在线课程或翻转学习中实现以学生为中心的教学改革。课程设计者应该掌握如何使用ChatGPT-FLGA及其学习系统,培养学习者的自我调节学习,帮助他们提高在线自我效能感,克服学习动机和创造性思维能力方面的困难。
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Effects of a ChatGPT-based flipped learning guiding approach on learners’ courseware project performances and perceptions
In recent decades, flipped learning has been adopted by teachers to improve learning achievement. However, it is challenging to provide all students with instant personalised guidance at the same time. To address this gap, based on Chat Generative Pre-trained Transformer (ChatGPT) and the learning scaffolding theory, I developed a ChatGPT-based flipped learning guiding approach (ChatGPT-FLGA) according to the analysis, design, development, implementation and evaluation model. To investigate the effectiveness of ChatGPT-FLGA, a quasi-experiment was conducted in the learning activities of a courseware project. One of two classes was randomly assigned to the experimental group, while the other was assigned to the control group. The students in both classes received flipped classroom instruction and conducted discussions through Tencent QQ applications, but only those in the experimental group learned with ChatGPT-FLGA. The results revealed that the ChatGPT-FLGA significantly improved students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking. The research findings enrich the literature on ChatGPT in flipped classrooms by addressing the influence of ChatGPT-FLGA on students' performance and perceptions. Implications for practice or policy: Teachers and universities should utilise ChatGPT as a tool for supporting students’ learning and promoting their problem-solving skills. Course designers and academic staff can leverage ChatGPT-FLGA to enact student-centred pedagogical transformation in massive open online courses or flipped learning. Course designers should master how to use ChatGPT-FLGA and its learning system, to foster learners’ self-regulated learning, help them promote online self-efficacy and overcome difficulties in learning motivation and creative thinking ability.
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
期刊最新文献
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