IEEE Transactions on Learning Technologies最新文献_第2页

A High-Quality Generation Approach for Educational Programming Projects Using LLM 法学硕士教育规划项目的高质量生成方法

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-11-15 DOI: 10.1109/TLT.2024.3499751

Tian Song;Hang Zhang;Yijia Xiao

{"title":"A High-Quality Generation Approach for Educational Programming Projects Using LLM","authors":"Tian Song;Hang Zhang;Yijia Xiao","doi":"10.1109/TLT.2024.3499751","DOIUrl":"https://doi.org/10.1109/TLT.2024.3499751","url":null,"abstract":"High-quality programming projects for education are critically required in teaching. However, it is hard to develop those projects efficiently and artificially constrained by the lecturers' experience and background. The recent popularity of large language models (LLMs) has led to a great number of applications in the field of education, but concerns persist that the output might be unreliable when dealing with intricate requirements. In this study, we design a customized role-based agent (CRBA), which can be configured for different roles specializing in specific areas of expertise, making the LLM yield content of higher specialization. An iterative architecture of multi-CRBAs is proposed to generate multistep projects, where CRBAs automatically criticize and optimize the LLM's intermediate outputs to enhance quality. We propose ten evaluation metrics across three aspects to assess project quality through expert grading. Further, we conduct an A/B test among 60 undergraduate students in a programming course and collect their feedback through a questionnaire. According to the students' rating results, the LLM-generated projects have comparable performance to man-made ones in terms of project description, learning step setting, assistance to students, and overall project quality. This study effectively integrates LLM into educational scenarios and enhances the efficiency of creating high-quality and practical programming exercises for lecturers.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2296-2309"},"PeriodicalIF":2.9,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142777578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reimagining STEM Learning: A Comparative Analysis of Traditional and Service Learning Approaches for Social Entrepreneurship 重新构想STEM学习：社会企业家传统学习方法与服务学习方法的比较分析

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-11-06 DOI: 10.1109/TLT.2024.3492352

Peter H. F. Ng;Peter Q. Chen;Astin C. H. Wu;Ken S. K. Tai;Chen Li

{"title":"Reimagining STEM Learning: A Comparative Analysis of Traditional and Service Learning Approaches for Social Entrepreneurship","authors":"Peter H. F. Ng;Peter Q. Chen;Astin C. H. Wu;Ken S. K. Tai;Chen Li","doi":"10.1109/TLT.2024.3492352","DOIUrl":"https://doi.org/10.1109/TLT.2024.3492352","url":null,"abstract":"This study examines a practical teaching and learning cycle tailored to integrate cutting-edge technologies (artificial intelligence (AI) and machine learning (ML) game development) and social entrepreneurship within a “STEM with meaning” approach. This cycle, rooted in service learning and the 5E constructivist teaching model (engage, explore, explain, elaborate, and evaluate), seeks to move beyond traditional lecture-based methods by promoting a deeper understanding of technology's societal impacts.Through a comparative analysis involving experimental and comparison groups, we evaluate the cycle's effectiveness in enhancing students' problem-solving skills, empathy, knowledge application, and sense of social responsibility—essential qualities for successful social entrepreneurs. This article contributes to the burgeoning field of entrepreneurship education by demonstrating the value of a pedagogical approach that combines AI, ML, and game development with a strong emphasis on social entrepreneurship. Our results advocate a shift toward educational models that prepare students with technical skills and the awareness and capabilities needed to address complex social issues. Through this research, we highlight the critical role of innovative teaching methods in cultivating the next generation of socially responsible entrepreneurs, thereby enriching both the educational landscape and society at large.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2266-2280"},"PeriodicalIF":2.9,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10745650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142777849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Diffusion-Based Cognitive Diagnosis Framework for Robust Learner Assessment 基于扩散的稳健学习者评估认知诊断框架

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-11-06 DOI: 10.1109/TLT.2024.3492214

Guanhao Zhao;Zhenya Huang;Yan Zhuang;Haoyang Bi;Yiyan Wang;Fei Wang;Zhiyuan Ma;Yixia Zhao

{"title":"A Diffusion-Based Cognitive Diagnosis Framework for Robust Learner Assessment","authors":"Guanhao Zhao;Zhenya Huang;Yan Zhuang;Haoyang Bi;Yiyan Wang;Fei Wang;Zhiyuan Ma;Yixia Zhao","doi":"10.1109/TLT.2024.3492214","DOIUrl":"https://doi.org/10.1109/TLT.2024.3492214","url":null,"abstract":"In recent years, lifelong learning has gained prominence, necessitating a continuous commitment from learners to enhance their skills and knowledge. During the lifelong learning process, it is essential to precisely assess the cognitive states of lifelong learners, as this will provide a learning report and further support subsequent learning activities. In the literature, researchers have proposed various cognitive diagnosis models (CDMs) to estimate the cognitive states based on learners' responses. However, learners' responses are noisy for different reasons, including guessing, slipping, accidentally clicking, and network issues. Rashly fitting the CDMs with noisy responses would yield imprecise cognitive state estimation. To tackle this problem, we first unify all types of noise underlying learners' responses. Then, we propose a novel diffusion-based cognitive diagnosis framework (\u0000<italic>DiffCog</i>\u0000) to extend existing CDMs and enhance their effectiveness and robustness. \u0000<italic>DiffCog</i>\u0000 does so by addressing the following two technical challenges in denoising: 1) the hard-to-track problem and high computational cost in discrete and sparse responses and 2) the unknown extent of noise underlying responses. Specifically, \u0000<italic>DiffCog</i>\u0000 tackles these technical challenges by: 1) introducing responses encoders to project responses to continuous cognitive states for case of adding easy-to-track noise and reducing computation cost and 2) incorporating a time extractor and a denoise module to trace the noisy cognitive states back to the noise-free ones in a personalized way. We conduct extensive and sufficient experiments on three real-world datasets, and the results demonstrate that our proposed DiffCog not only elevates the performance ceiling of existing CDMs but also enhances their robustness to noise.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2281-2295"},"PeriodicalIF":2.9,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142777848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring EFL Learners’ Integration and Perceptions of ChatGPT's Text Revisions: A Three-Stage Writing Task Study 探索 EFL 学习者对 ChatGPT 文本修订的整合与感知：三阶段写作任务研究

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-11-06 DOI: 10.1109/TLT.2024.3491864

Lifang Bai;Yijia Wei

{"title":"Exploring EFL Learners’ Integration and Perceptions of ChatGPT's Text Revisions: A Three-Stage Writing Task Study","authors":"Lifang Bai;Yijia Wei","doi":"10.1109/TLT.2024.3491864","DOIUrl":"https://doi.org/10.1109/TLT.2024.3491864","url":null,"abstract":"ChatGPT can promptly reformulate a text and improve its quality in content and form while preserving the original meaning. Yet, little is known about how learners respond to such reformulations. Here, we employed a three-stage writing task (composing-comparison-rewriting) to investigate how learners notice, integrate, and perceive ChatGPT's reformulations as feedback in English as a foreign language (EFL) classroom context. We collected learners’ written notes made during the comparison of their original texts and the reformulations, categorizing them based on the language-related type of noticing (vocabulary, discourse, and form) and quality of noticing (depth of processing: low, intermediate, and high). We also analyzed the instances of reformulations integrated into learners’ rewriting and their answers to a questionnaire. The results showed that: 1) the reformulations directed learners’ attention to the gaps in their original writing, especially in word choice, and prompted them to integrate ChatGPT-generated changes in their rewriting; 2) the number of instances integrated into the rewriting was directly related to the quantity, type, and quality of noticing in the comparison stage; and 3) learners generally appreciated the pedagogical value of ChatGPT in EFL writing, particularly during the revision stage, although they believe occasionally ChatGPT might misinterpret their intentions. The study suggests that ChatGPT's reformulations should be complemented with peer and teacher feedback to create a comprehensive and personalized learning environment.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2215-2226"},"PeriodicalIF":2.9,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring the Effectiveness of Learning Economic Principles in a Sustainable Entrepreneurship Game-Based Setting: A Bootstrapping Approach 衡量在可持续创业游戏环境下学习经济原则的有效性：一种自举方法

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-11-05 DOI: 10.1109/TLT.2024.3492073

Clemens Drieschner;Ferdinand Xiong;Florian Bajraktari;Matthias C. Utesch;Jörg Weking;Helmut Krcmar

{"title":"Measuring the Effectiveness of Learning Economic Principles in a Sustainable Entrepreneurship Game-Based Setting: A Bootstrapping Approach","authors":"Clemens Drieschner;Ferdinand Xiong;Florian Bajraktari;Matthias C. Utesch;Jörg Weking;Helmut Krcmar","doi":"10.1109/TLT.2024.3492073","DOIUrl":"https://doi.org/10.1109/TLT.2024.3492073","url":null,"abstract":"The growing demand for sustainable products and services has led to the emergence of a range of entrepreneurial opportunities for innovative business solutions. These new opportunities require novel entrepreneurial skills to design, grow, and maintain sustainable businesses. However, existing educational games do not address the specific skills needed for sustainable entrepreneurship. This work introduces an interactive business game that enables learning in an engaging and practical way to prepare learners to become the entrepreneurs of tomorrow. Our business game is intended to increase learners’ self-assessed skills and self-confidence by at least one point on the five-point Likert scale. The game is embedded into a didactic framework accompanied by a lecture and discussion part where learners manage their bike rental business and self-reflect on their decisions. The game scenario allows the players to guide their business through three growth stages: survival, growth, and expansion. In this study, 151 high school students participated in the evaluation across all stages. They assessed their knowledge in a pretest and a posttest and judged the developed game on its ease of use. The learners’ sustainable entrepreneurship knowledge and skills improved significantly. This study thus confirms the mixed approach as a viable teaching tool for this area of expertise. Furthermore, a holistic didactic framework with an introduction to the game and subsequent debriefing contributes to the success of the business game too. A sign test and bootstrapping with confidence intervals constituted a simple means of statistically quantifying the learners’ improvement.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"1-12"},"PeriodicalIF":2.9,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10745173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adaptive Question–Answer Generation With Difficulty Control Using Item Response Theory and Pretrained Transformer Models 利用项目反应理论和预训练变压器模型生成具有难度控制的自适应问题-答案

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-11-04 DOI: 10.1109/TLT.2024.3491801

Yuto Tomikawa;Ayaka Suzuki;Masaki Uto

{"title":"Adaptive Question–Answer Generation With Difficulty Control Using Item Response Theory and Pretrained Transformer Models","authors":"Yuto Tomikawa;Ayaka Suzuki;Masaki Uto","doi":"10.1109/TLT.2024.3491801","DOIUrl":"https://doi.org/10.1109/TLT.2024.3491801","url":null,"abstract":"The automatic generation of reading comprehension questions, referred to as question generation (QG), is attracting attention in the field of education. To achieve efficient educational applications of QG methods, it is desirable to generate questions with difficulty levels that are appropriate for each learner's reading ability. Therefore, in recent years, several difficulty-controllable QG methods have been proposed. However, conventional methods generate only questions and cannot produce question–answer pairs. Furthermore, such methods ignore the relationship between question difficulty and learner ability, making it challenging to ascertain the appropriate difficulty levels for each learner. To address these issues, in this article, we propose a method for generating question–answer pairs based on difficulty, defined using a statistical model known as item response theory. The proposed difficulty-controllable generation is achieved by extending two pretrained transformer models: bidirectional encoder representations from transformers and text-to-text transfer transformer. In addition, because learners' abilities are generally not knowable in advance, we propose an adaptive QG framework that efficiently estimates the learners' abilities while generating and presenting questions with difficulty levels suitable for their abilities. Through experiments involving real data, we confirmed that the proposed method can generate question–answer pairs with difficulty levels that align with the learners' abilities while efficiently estimating their abilities.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2240-2252"},"PeriodicalIF":2.9,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10742557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowering Instructors: Augmented Reality Authoring Toolkit for Aviation Weather Education 增强教员能力：航空气象教育的增强现实创作工具包

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-10-30 DOI: 10.1109/TLT.2024.3486630

Jiwon Kim;Jack Miller;Kexin Wang;Michael C. Dorneich;Eliot Winer;Lori J. Brown

{"title":"Empowering Instructors: Augmented Reality Authoring Toolkit for Aviation Weather Education","authors":"Jiwon Kim;Jack Miller;Kexin Wang;Michael C. Dorneich;Eliot Winer;Lori J. Brown","doi":"10.1109/TLT.2024.3486630","DOIUrl":"https://doi.org/10.1109/TLT.2024.3486630","url":null,"abstract":"This study introduces an augmented reality (AR) authoring tool tailored for flight instructors without technical expertise. While AR offers potential in aviation weather education and instructors desire to use it in the classroom, they face challenges due to limited digital proficiency and complexity of authoring tools. Many existing AR authoring tools prioritize technical aspects over user experience. To address these challenges, a no-programming-required AR authoring tool was developed based on instructor-informed requirements, such as incorporating features of flight waypoints and weather phenomena. A total of 41 participants tested the tool by crafting three AR learning modules. After using the tool, there was a significant increase in participants’ confidence in AR content creation (+30%), AR authoring process (+51%), and interactive AR development (+50%). In addition, there was a significant decrease in their concerns about technical complexity (–19%), mental effort (–30%), and time consumption (–30%). Participants rated the incorporated functions highly preferable and indicated the tool has high usability. Participants completed the most challenging task quickly and with a low cognitive load. The findings demonstrate the tool's effectiveness in enabling participants to competently and efficiently author AR content, reducing technical concerns. Such tools can facilitate the integration of AR technology into the classroom, offering students improved access to interactive 3-D visualizations of dynamic subjects, such as aviation weather, which require students to mentally visualize weather conditions and understand their manifestations.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2195-2206"},"PeriodicalIF":2.9,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142636251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Artificial General Intelligence-Assisted Project-Based Learning on Students’ Higher Order Thinking and Self-Efficacy 人工通用智能辅助项目式学习对学生高阶思维和自我效能的影响

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-10-30 DOI: 10.1109/TLT.2024.3488086

Ruxin Zheng;Huifen Xu;Minjuan Wang;Jijian Lu

{"title":"The Impact of Artificial General Intelligence-Assisted Project-Based Learning on Students’ Higher Order Thinking and Self-Efficacy","authors":"Ruxin Zheng;Huifen Xu;Minjuan Wang;Jijian Lu","doi":"10.1109/TLT.2024.3488086","DOIUrl":"https://doi.org/10.1109/TLT.2024.3488086","url":null,"abstract":"This study investigates the impact of artificial general intelligence (AGI)-assisted project-based learning (PBL) on students’ higher order thinking and self-efficacy. Based on input from 17 experts, four key roles of AGI in supporting PBL were identified: information retrieval, information processing, information generation, and feedback evaluation. An educational experiment was then conducted with 198 eighth-grade students from two middle schools in China, using a pretest and posttest design. The students were divided into three groups: Experimental Group A (AGI-assisted PBL), Control Group B (PBL without AGI assistance), and Control Group C (traditional teaching methods). A scale was administered to assess students’ higher order thinking and self-efficacy before and after the experiment. In addition, semistructured interviews were conducted with 12 students from Experimental Group A to gather qualitative data on their perceptions of AGI-assisted PBL. The results indicated that students in Experimental Group A had significantly higher scores in higher order thinking and self-efficacy compared to those in Control Groups B and C, demonstrating the positive impact of AGI in supporting PBL learning.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2207-2214"},"PeriodicalIF":2.9,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Embedding Test Questions in Educational Mobile Virtual Reality: A Study on Hospital Hygiene Procedures 在教育移动虚拟现实中嵌入测试问题：医院卫生程序研究

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-10-29 DOI: 10.1109/TLT.2024.3487898

Fabio Buttussi;Luca Chittaro

{"title":"Embedding Test Questions in Educational Mobile Virtual Reality: A Study on Hospital Hygiene Procedures","authors":"Fabio Buttussi;Luca Chittaro","doi":"10.1109/TLT.2024.3487898","DOIUrl":"https://doi.org/10.1109/TLT.2024.3487898","url":null,"abstract":"Educational virtual environments (EVEs) can enable effective learning experiences on various devices, including smartphones, using nonimmersive virtual reality (VR). To this purpose, researchers and educators should identify the most appropriate pedagogical techniques, not restarting from scratch but exploring which traditional e-learning and VR techniques can be effectively combined or adapted to EVEs. In this direction, this article explores if test questions, a typical e-learning technique, can be effectively employed in an EVE through a careful well-blended design. We also consider the active performance of procedures, a typical VR technique, to evaluate if test questions can be synergic with it or if they can instead break presence and be detrimental to learning. The between-subject study we describe involved 120 participants in four conditions: with/without test questions and active/passive procedure performance. The EVE was run on a smartphone, using nonimmersive VR, and taught hand hygiene procedures for infectious disease prevention. Results showed that introducing test questions did not break presence but surprisingly increased it, especially when combined with active procedure performance. Participants’ self-efficacy increased after using the EVE regardless of condition, and the different conditions did not significantly change engagement. Moreover, participants who had answered test questions in the EVE showed a reduction in the number of omitted steps in an assessment of learning transfer. Finally, test questions increased participants’ satisfaction. Overall, these greater-than-expected benefits support the adoption of the proposed test question design in EVEs based on nonimmersive VR.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2253-2265"},"PeriodicalIF":2.9,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10737683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing the Effects of Instructor Manual Feedback and ChatGPT Intelligent Feedback on Collaborative Programming in China's Higher Education 比较教师手动反馈与 ChatGPT 智能反馈对中国高校协作编程的影响

IF 2.9 3区教育学

IEEE Transactions on Learning Technologies Pub Date : 2024-10-25 DOI: 10.1109/TLT.2024.3486749

Fan Ouyang;Mingyue Guo;Ning Zhang;Xianping Bai;Pengcheng Jiao

{"title":"Comparing the Effects of Instructor Manual Feedback and ChatGPT Intelligent Feedback on Collaborative Programming in China's Higher Education","authors":"Fan Ouyang;Mingyue Guo;Ning Zhang;Xianping Bai;Pengcheng Jiao","doi":"10.1109/TLT.2024.3486749","DOIUrl":"https://doi.org/10.1109/TLT.2024.3486749","url":null,"abstract":"Artificial general intelligence (AGI) has gained increasing global attention as the field of large language models undergoes rapid development. Due to its human-like cognitive abilities, the AGI system has great potential to help instructors provide detailed, comprehensive, and individualized feedback to students throughout the educational process. ChatGPT, as a preliminary version of the AGI system, has the potential to improve programming education. In programming, students often have difficulties in writing codes and debugging errors, whereas ChatGPT can provide intelligent feedback to support students’ programming learning process. This research implemented intelligent feedback generated by ChatGPT to facilitate collaborative programming among student groups and further compared the effects of ChatGPT with instructors’ manual feedback on programming. This research employed a variety of learning analytics methods to analyze students’ computer programming performances, cognitive and regulation discourses, and programming behaviors. Results indicated that no substantial differences were identified in students’ programming knowledge acquisition and group-level programming product quality when both instructor manual feedback and ChatGPT intelligent feedback were provided. ChatGPT intelligent feedback facilitated students’ regulation-oriented collaborative programming, while instructor manual feedback facilitated cognition-oriented collaborative discussions during programming. Compared to the instructor manual feedback, ChatGPT intelligent feedback was perceived by students as having more obvious strengths as well as weaknesses. Drawing from the results, this research offered pedagogical and analytical insights to enhance the integration of ChatGPT into programming education at the higher education context. This research also provided a new perspective on facilitating collaborative learning experiences among students, instructors, and the AGI system.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"17 ","pages":"2227-2239"},"PeriodicalIF":2.9,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0