Design Dimensions for Planning Artificial Intelligence-Supported Learning

IF 5.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-06-17 DOI:10.1002/jcal.70282

Merike Saar, Aleksandra Ljalikova, Shatha N. Alkhasawneh, Davinia Hernández-Leo

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引用次数: 0

Abstract

Background

Teachers often lack the time and structured guidance needed to address the pedagogical and ethical challenges involved in the integration of artificial intelligence in education (AIED). Although prior research identifies these challenges, empirically grounded frameworks that help teachers integrate AIED in responsible and pedagogically meaningful ways remain limited. Addressing this gap is essential to ensure AIED enhances student engagement and higher-order thinking skills (HOTS) rather than undermining them.

Objectives

This study examines how teachers' understanding and adoption of AI tools change after participating in a collaborative professional development course on ethical and constructive AI use, and how students perceive and engage with AI-supported learning. Drawing on study findings and the ACAD meta-theoretical framework, the study proposes design dimensions for planning AI-supported learning.

Methods

The study involved 45 teachers and 266 students from three countries. Data sources included pre- and post-course teacher surveys on ethical and constructive AI use; student surveys on engagement and perceived AI affordances; and qualitative analysis of 12 teacher-designed lesson plans examining student engagement levels (informed by the ICAP framework), development of HOTS, and AI roles in planned activities.

Results and Conclusions

Results show that effective AI adoption is not intuitive. Teachers grounded in critical thinking pedagogy and collaborative practice communities were better able to recognise and adapt AIED's instructional value. Students reported greater engagement when AI functioned as a tutor, study companion, or Socratic opponent rather than merely a design aid. AI affordances were perceived as either challenging or encouraging depending on activity design. Based on these insights, the study proposes design dimensions for teachers to support responsible and pedagogically aligned AI integration into learning tasks.

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规划人工智能支持学习的设计维度

教师往往缺乏时间和结构化的指导来应对人工智能与教育（AIED）整合所涉及的教学和伦理挑战。尽管先前的研究确定了这些挑战，但帮助教师以负责任和教学上有意义的方式整合AIED的经验基础框架仍然有限。解决这一差距对于确保AIED提高学生的参与度和高阶思维技能（HOTS）而不是破坏它们至关重要。本研究考察了教师在参加关于道德和建设性人工智能使用的协作性专业发展课程后，对人工智能工具的理解和采用是如何变化的，以及学生如何感知和参与人工智能支持的学习。根据研究结果和ACAD元理论框架，该研究提出了规划人工智能支持学习的设计维度。方法对来自3个国家的45名教师和266名学生进行调查。数据来源包括课前和课后教师关于道德和建设性人工智能使用的调查；学生对参与度和感知人工智能能力的调查；并对12个教师设计的课程计划进行定性分析，检查学生的参与水平（由ICAP框架提供信息）、HOTS的发展以及人工智能在计划活动中的角色。结果与结论结果表明，有效的人工智能采用并非凭直觉。以批判性思维教学法和合作实践社区为基础的教师能够更好地认识和适应AIED的教学价值。当人工智能作为导师、学习伙伴或苏格拉底式的对手，而不仅仅是设计辅助工具时，学生们的参与度更高。根据活动设计，人们认为人工智能的支持是具有挑战性的还是令人鼓舞的。基于这些见解，该研究为教师提出了设计维度，以支持负责任的、符合教学原则的人工智能集成到学习任务中。

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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