Can interaction with generative artificial intelligence enhance learning autonomy? A longitudinal study from comparative perspectives of virtual companionship and knowledge acquisition preferences

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-06-30 DOI:10.1111/jcal.13032

Zehang Xie, Xinzhu Wu, Yunxiang Xie

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引用次数: 0

Abstract

Background

With the development of artificial intelligence (AI) technology, generative AI has been widely used in the field of education and represents a groundbreaking shift in overcoming the constraints of time and space within educational activities. However, previous literature has not paid enough attention to AI-involved teaching patterns, and it is necessary to evaluate the effects of this learning pattern.

Objectives

Based on the social presence theory and the community of inquiry model, the main purpose of this study is to evaluate whether and how interaction frequency with chatbots (IFC) affects people's learning autonomy (LA) under two preferences: knowledge acquisition and virtual companionship, and whether social presence (SP) plays a mediating role.

Methods

The 1-year longitudinal study was designed to be conducted from May 2022 to May 2023 and included three rounds of surveys of 1155 undergraduate students on their use of robots for learning.

Results and Conclusions

For learners preferring virtual companionship, no direct correlation was found between IFC and LA. However, SP acted as a mediating factor, enhancing LA through increased chatbot interactions. This suggests that while direct interactions may not directly influence LA, the resulting SP can foster it. Conversely, for learners favouring knowledge acquisition, higher IFC negatively impacted both SP and LA. Despite this, a strong sense of SP consistently correlated positively with LA, indicating it could offset some negative effects of frequent chatbot use.

查看原文本刊更多论文

与生成式人工智能互动能否增强学习自主性？从虚拟陪伴和知识获取偏好的比较角度进行纵向研究

背景随着人工智能（AI）技术的发展，生成式人工智能已广泛应用于教育领域，在克服教育活动中的时间和空间限制方面实现了突破性的转变。目的基于社会存在理论和探究社区模型，本研究的主要目的是评估在知识获取和虚拟陪伴两种偏好下，与聊天机器人（IFC）的互动频率是否以及如何影响人们的学习自主性（LA），以及社会存在（SP）是否起到了中介作用。方法这项为期1年的纵向研究定于2022年5月至2023年5月进行，包括对1155名本科生进行三轮关于他们使用机器人进行学习的调查。但是，SP 是一个中介因素，它通过增加聊天机器人的互动来增强 LA。这表明，虽然直接互动可能不会直接影响学习效果，但由此产生的 SP 可以促进学习效果。相反，对于偏好知识获取的学习者来说，较高的 IFC 会对 SP 和 LA 产生负面影响。尽管如此，强烈的 SP 意识始终与 LA 呈正相关，这表明它可以抵消频繁使用聊天机器人的一些负面影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope