{"title":"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","authors":"Yi Li, Ghulfam Sadiq, Ghulam Qambar, Pengyu Zheng","doi":"10.1007/s10639-024-12981-9","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The impact of students’ use of ChatGPT on their research skills: The mediating effects of autonomous motivation, engagement, and self-directed learning\",\"authors\":\"Yi Li, Ghulfam Sadiq, Ghulam Qambar, Pengyu Zheng\",\"doi\":\"10.1007/s10639-024-12981-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-08-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12981-9\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12981-9","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.