Jian-Hong Ye, Mengmeng Zhang, Weiguaju Nong, Li Wang, Xiantong Yang
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引用次数: 0
Abstract
ChatGPT, as an example of generative artificial intelligence, possesses high-level conversational and problem-solving capabilities supported by powerful computational models and big data. However, the powerful performance of ChatGPT might enhance learner dependency. Although it has not yet been confirmed, many teachers and scholars are also concerned about this issue. Therefore, it is necessary to investigate this topic further. This study’s objective is to explore the association between inert thinking, positive experiences with ChatGPT, avoidance learning motivation, and ChatGPT dependence, based on the Interaction of Person-Affect-Cognition-Execution (I-PACE) model. Employing a cross-sectional design, we conducted an online survey with 870 Taiwanese university students, who had an average age of 22.81 years. The study found that inert thinking was positively associated with both positive experiences with ChatGPT and ChatGPT dependence. Furthermore, a significant association was found between inert thinking and avoidance learning motivation. Positive experience with ChatGPT was also positively related to avoidance learning motivation and ChatGPT dependence. Due to the scarcity of empirical research on generative artificial intelligence, the issues that people worry about when discussing AI were confirmed in this study. Moreover, avoidance learning motivation was positively correlated with ChatGPT dependence. Based on these findings, this study calls for educators to help students overcome inert thinking and avoidance learning motivation to prevent dependency on emerging technologies.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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