阅读理解与建设性学习:人工智能时代的政策考量

IF 3.4 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kathryn S. McCarthy, Eleanor F. Yan
{"title":"阅读理解与建设性学习:人工智能时代的政策考量","authors":"Kathryn S. McCarthy, Eleanor F. Yan","doi":"10.1177/23727322231218891","DOIUrl":null,"url":null,"abstract":"Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence\",\"authors\":\"Kathryn S. McCarthy, Eleanor F. Yan\",\"doi\":\"10.1177/23727322231218891\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.\",\"PeriodicalId\":52185,\"journal\":{\"name\":\"Policy Insights from the Behavioral and Brain Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2023-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Policy Insights from the Behavioral and Brain Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/23727322231218891\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Policy Insights from the Behavioral and Brain Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23727322231218891","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

尽管数字时代的阅读与过去有所不同(例如,在屏幕上阅读,短文散见于多个来源),但阅读仍然是日常生活的核心部分。阅读理解方面的研究表明,这种类型的现代阅读需要更复杂的知识构建推理过程,这对许多青少年和成年人来说都是困难的。建设性和个性化的学习活动可以帮助读者构建知识。研究人员一直在利用人工智能(AI)使这类活动更有效、更方便。生成式人工智能的引入也带来了新的方向和考虑因素。加强研究人员、开发人员、教育工作者和政策制定者之间的合作,将为研究、开发和实施提供经验支持,从而跟上快速发展的技术领域的步伐。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence
Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Policy Insights from the Behavioral and Brain Sciences
Policy Insights from the Behavioral and Brain Sciences Social Sciences-Public Administration
CiteScore
5.30
自引率
0.00%
发文量
24
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信