探索学生对生成式人工智能辅助学术写作的看法

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jinhee Kim, Seongryeong Yu, Rita Detrick, Na Li
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引用次数: 0

摘要

生成式人工智能(GenAI),包括大型语言模型(LLM)的快速发展,已经融合到支持学生的学术写作过程中。要跟上技术和教育发展的步伐,就必须认真考虑 GenAI 辅助系统在教育领域创造的机遇和挑战。这是充分发挥其学习和教学潜力的一个有用且必要的起点。因此,从实际用户的不同视角和使用案例中收集见解至关重要,尤其是学生用户的独特声音和需求。因此,本研究通过对20名中国高校学生在使用研究团队开发的嵌入ChatGPT4的写作系统完成学术写作任务后进行的深度访谈,探索和研究了学生对GenAI辅助学术写作的看法和体验。研究发现,学生希望人工智能能够扮演多重角色,包括多任务写作助理、虚拟导师和数字同伴,以支持多方面的写作过程和表现。学生们认为,GenAI辅助写作可以让他们在三个方面受益,包括写作过程、写作表现和情感领域。同时,他们还发现了在GenAI辅助写作活动中遇到的与人工智能相关、与学生相关和与任务相关的挑战。这些发现有助于人们更细致地了解GenAI对学术写作的影响,包括学生的视角,为教育人工智能设计和教学设计提供启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Exploring students’ perspectives on Generative AI-assisted academic writing

Exploring students’ perspectives on Generative AI-assisted academic writing

The rapid development of generative artificial intelligence (GenAI), including large language models (LLM), has merged to support students in their academic writing process. Keeping pace with the technical and educational landscape requires careful consideration of the opportunities and challenges that GenAI-assisted systems create within education. This serves as a useful and necessary starting point for fully leveraging its potential for learning and teaching. Hence, it is crucial to gather insights from diverse perspectives and use cases from actual users, particularly the unique voices and needs of student-users. Therefore, this study explored and examined students' perceptions and experiences about GenAI-assisted academic writing by conducting in-depth interviews with 20 Chinese students in higher education after completing academic writing tasks using a ChatGPT4-embedded writing system developed by the research team. The study found that students expected AI to serve multiple roles, including multi-tasking writing assistant, virtual tutor, and digital peer to support multifaceted writing processes and performance. Students perceived that GenAI-assisted writing could benefit them in three areas including the writing process, performance, and their affective domain. Meanwhile, they also identified AI-related, student-related, and task-related challenges that were experienced during the GenAI-assisted writing activity. These findings contribute to a more nuanced understanding of GenAI's impact on academic writing that is inclusive of student perspectives, offering implications for educational AI design and instructional design.

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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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