学生使用 ChatGPT 对其研究技能的影响:自主动机、参与和自主学习的中介效应

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yi Li, Ghulfam Sadiq, Ghulam Qambar, Pengyu Zheng
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引用次数: 0

摘要

由于 ChatGPT 有可能给教学、学习和研究带来革命性的变化,因此将 ChatGPT 整合到教育环境中已变得十分普遍。然而,为了确保积极的使用效果,有必要设计出能有效结合这一技术的学习环境。本研究采用自我决定理论作为支撑框架,以了解 ChatGPT 整合教学对本科生研究技能的影响。此外,本研究还探讨了 ChatGPT 整合教学对学生自主动机、参与度和自主学习的影响,以及这些变量在 ChatGPT 使用与研究技能之间关系中的中介作用。在这项准实验研究中,366 名教育学专业的本科生被分为对照组和实验组。对照组接受不含 ChatGPT 的教学,而实验组接受整合了 ChatGPT 的教学,并允许使用 ChatGPT 进行与研究相关的活动。结果显示,实验组的研究技能、学习动机、参与度和自主学习行为都明显高于对照组。此外,通过中介变量,ChatGPT 的使用对学生的研究技能有显著的间接影响。这表明,高自主学习动机和自主学习行为是学生从 ChatGPT 中充分获益以发展研究技能的关键。研究结果为教育工作者设计人工智能增强型学习环境以提高学生的研究技能和学习成果提供了宝贵的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The impact of students’ use of ChatGPT on their research skills: The mediating effects of autonomous motivation, engagement, and self-directed learning

The impact of students’ use of ChatGPT on their research skills: The mediating effects of autonomous motivation, engagement, and self-directed learning

Integrating ChatGPT into educational contexts has become prevalent due to its potential to revolutionize teaching, learning, and research. However, to ensure positive use, it is necessary to design learning environments that effectively incorporate this technology. This study employed self-determination theory as an undergirding framework to understand the impact of ChatGPT-integrated instruction on undergraduate students’ research skills. Moreover, the study explored the impact of ChatGPT-integrated instruction on students’ autonomous motivation, engagement, and self-directed learning, as well as the mediating role of these variables in the relationship between ChatGPT usage and research skills. In this quasi-experimental study, 366 undergraduate students majoring in education were divided into control and experimental groups. The control group received instruction without ChatGPT, while the experimental group received ChatGPT-integrated instruction and was allowed to use ChatGPT for research-related activities. The results revealed that the experimental group had significantly higher levels of research skills, motivation, engagement, and self-directed learning behavior. Moreover, the use of ChatGPT has a significant indirect impact on students’ research skills through the mediating variables. This suggests that high autonomous motivation and self-directed learning are crucial for students to fully benefit from ChatGPT in developing research skills. The findings offer valuable insights for educators to design AI-enhanced learning environments to enhance students’ research skills and learning outcomes.

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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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