青少年在学校作业中使用和感知生成式人工智能的有用性:探索其与执行功能和学业成绩的关系。

IF 3 Q2 COMPUTER SCIENCE, ARTIFICIAL INTELLIGENCE Frontiers in Artificial Intelligence Pub Date : 2024-08-28 eCollection Date: 2024-01-01 DOI:10.3389/frai.2024.1415782
Johan Klarin, Eva Hoff, Adam Larsson, Daiva Daukantaitė
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引用次数: 0

摘要

在本研究中,我们旨在探索 LLM 生成式人工智能聊天机器人(如 ChatGPT)在学校作业中的使用频率和感知有用性,尤其是与青少年的执行功能(EF)有关的方面,执行功能包括对学业成功至关重要的计划、抑制和认知灵活性等关键认知过程。我们进行了两项研究,涵盖了年龄较小的青少年(研究 1:N = 385,46% 为女孩,平均年龄为 14 岁)和年龄较大的青少年(研究 2:N = 359,67% 为女孩,平均年龄为 17 岁),以全面考察不同年龄段青少年的这些关联。在研究 1 中,约有 14.8% 的参与者报告使用了生成式人工智能,而在研究 2 中,高年级学生的采用率为 52.6%,在这两项研究中,ChatGPT 都成为了青少年的首选工具。在这两项研究中,我们一致发现,面临更多情境挑战的青少年认为生成式人工智能对学业更有用,尤其是在完成作业方面。值得注意的是,正如研究 1 所显示的那样,学习成绩与人工智能的使用或实用性并无明显关联。本研究首次探索了个体特征(如 EF)与 LLM 生成式人工智能聊天机器人在青少年学校作业中的使用频率和感知有用性之间的关系。鉴于生成式人工智能聊天机器人在调查中还处于早期阶段,未来的研究应验证这些发现,并深入探讨生成式人工智能在教育环境中的应用和整合。关键是要采取积极主动的方法,应对这些新兴技术在教育领域带来的潜在挑战和机遇。
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Adolescents' use and perceived usefulness of generative AI for schoolwork: exploring their relationships with executive functioning and academic achievement.

In this study, we aimed to explore the frequency of use and perceived usefulness of LLM generative AI chatbots (e.g., ChatGPT) for schoolwork, particularly in relation to adolescents' executive functioning (EF), which includes critical cognitive processes like planning, inhibition, and cognitive flexibility essential for academic success. Two studies were conducted, encompassing both younger (Study 1: N = 385, 46% girls, mean age 14 years) and older (Study 2: N = 359, 67% girls, mean age 17 years) adolescents, to comprehensively examine these associations across different age groups. In Study 1, approximately 14.8% of participants reported using generative AI, while in Study 2, the adoption rate among older students was 52.6%, with ChatGPT emerging as the preferred tool among adolescents in both studies. Consistently across both studies, we found that adolescents facing more EF challenges perceived generative AI as more useful for schoolwork, particularly in completing assignments. Notably, academic achievement showed no significant associations with AI usage or usefulness, as revealed in Study 1. This study represents the first exploration into how individual characteristics, such as EF, relate to the frequency and perceived usefulness of LLM generative AI chatbots for schoolwork among adolescents. Given the early stage of generative AI chatbots during the survey, future research should validate these findings and delve deeper into the utilization and integration of generative AI into educational settings. It is crucial to adopt a proactive approach to address the potential challenges and opportunities associated with these emerging technologies in education.

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来源期刊
CiteScore
6.10
自引率
2.50%
发文量
272
审稿时长
13 weeks
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