What does current genAI actually mean for student learning?

IF 9.7 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2026-01-01 Epub Date: 2025-11-07 DOI:10.1016/j.lindif.2025.102834

Dan L. Dinsmore , Luke K. Fryer

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引用次数: 0

Abstract

Many genAI (generative Artificial Intelligence) enthusiasts and much of the broader public see genAI as a substantial force for good within education. Unfortunately, some of those calling for or directly introducing genAI into formal education fail to fully understand one or both of the following realities: a. what genAI's knowledge is, b. how humans learn in any given domain of knowledge. The failure to understand and therefore engage with these foundations for genAI use in education has consequences for students internationally. This paper addresses this gap by considering how genAI (in its current form) is useful as a learning tool. The Model of Domain Learning is provided as one means of recursively engaging with this question regarding learning in academic domains as genAI continues to grow and change.

Educational relevance statement

This manuscript addresses the cognitive processing that underlies learning and must intersect with any contribution genAI makes to educational processes. Consistent with longstanding models, we argue that students' prior knowledge is foundational when determining when and how our current genAI are useful to students.

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当前的人工智能对学生的学习到底意味着什么？

许多genAI（生成式人工智能）爱好者和广大公众将genAI视为教育领域的一股强大力量。不幸的是，一些呼吁或直接将基因人工智能引入正规教育的人未能完全理解以下一个或两个现实：a.基因人工智能的知识是什么；b.人类如何在任何给定的知识领域学习。未能理解并因此参与这些在教育中使用人工智能的基础，会对国际学生产生影响。本文通过考虑基因人工智能（以其当前形式）如何作为一种有用的学习工具来解决这一差距。随着genAI的不断发展和变化，领域学习模型是递归地解决学术领域学习问题的一种方法。教育相关声明：这篇论文阐述了认知过程，它是学习的基础，必须与基因人工智能对教育过程的任何贡献相交叉。与长期存在的模型一致，我们认为，在决定我们当前的基因何时以及如何对学生有用时，学生的先验知识是基础。

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

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).