Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Computing Research Pub Date : 2023-08-03 DOI:10.1177/07356331231191125

Ting-Ting Wu, Hsin-Yu Lee, Pin-Hui Li, Chia-Nan Huang, Yueh-Min Huang

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引用次数: 4

Abstract

This study combines ChatGPT, Apple’s Shortcuts, and LINE to create the ChatGPT-based Intelligent Learning Aid (CILA), aiming to enhance self-regulation progress and knowledge construction in blended learning. CILA offers real-time, convergent information to learners’ inquiries, as opposed to traditional Google search engine that provide divergent information. By addressing questions promptly, CILA minimizes interruptions during the performance phase of self-regulation progress. The tool records learners’ questions and answers, aiding self-reflection in self-regulation progress. We evaluated self-regulation progress using motivation, engagement, and self-efficacy as indicators. Findings show that CILA’s intervention effectively improves self-regulation progress and knowledge construction, offering benefits over divergent information in blended learning contexts with respect to amotivation, intrinsic motivation, and behavioral engagement. This research highlights the potential of incorporating large language models like ChatGPT in educational settings to support teachers and students.

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基于ChatGPT的学习辅助工具促进混合学习中的自我调节进步和知识建构

本研究结合了ChatGPT、Apple’s Shortcuts和LINE，创建了基于ChatGPT的智能学习辅助工具（CILA），旨在增强混合学习中的自我调节进度和知识构建。CILA为学习者的查询提供实时、收敛的信息，而不是传统的谷歌搜索引擎提供不同的信息。通过及时解决问题，CILA最大限度地减少了自我监管进展绩效阶段的干扰。该工具记录学习者的问题和答案，有助于自我调节过程中的自我反思。我们使用动机、参与度和自我效能感作为指标来评估自我调节的进展。研究结果表明，CILA的干预有效地提高了自我调节进度和知识构建，在动机、内在动机和行为参与方面，在混合学习环境中提供了优于差异信息的优势。这项研究强调了将ChatGPT等大型语言模型纳入教育环境以支持教师和学生的潜力。

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 Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.90

自引率

6.20%

发文量

期刊介绍： The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.