将生成式AI与减负荷教学相结合，个性化优化学生学习

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-05-15 DOI:10.1016/j.lindif.2025.102723

Andrew J. Martin , Rebecca J. Collie , Roger Kennett , Danny Liu , Paul Ginns , Lala B. Sudimantara , Ema W. Dewi , Lilith G. Rüschenpöhler

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引用次数: 0

摘要

生成式人工智能（genAI）对教学和学习产生了重大影响。基因人工智能在学校和大学/学院的应用非常迅速。但它也一直是临时的，而且往往没有有效地实施，几乎没有认识到需要管理认知负担，以解释新手和专家学习者之间的个体差异。利用认知和教学心理学原理，负荷减少指导（LRI）以适应新手和专家学习者之间差异的方式为实施基因人工智能提供指导。LRI包括五个原则，旨在有效减轻学习者的认知负担：(1)根据先前的学习情况适当降低难度；(2)支持和脚手架；(3)结构化练习；(4)反馈-前馈；(5)独立练习和解决问题。我们认为，基因人工智能相关学习的未来可以受益于将基因人工智能的实施与支持LRI的核心原则相结合，以有效地管理不同学生在使用基因人工智能学习时的认知负担。

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Integrating generative AI and load reduction instruction to individualize and optimize students' learning

Generative artificial intelligence (genAI) is significantly influencing teaching and learning. The uptake of genAI in schools and universities/colleges has been rapid. But it has also been ad hoc and often ineffectively implemented, with little recognition of the need to manage cognitive burden to account for individual differences between novice and expert learners. Harnessing cognitive and instructional psychology principles, load reduction instruction (LRI) offers guidance for implementing genAI in ways that accommodate differences among novice and expert learners. LRI comprises five principles aimed at productively easing the cognitive burden on learners: (1) difficulty reduction as appropriate to prior learning, (2) support and scaffolding, (3) structured practice, (4) feedback-feedforward, and (5) independent practice and problem-solving. We suggest that the future of genAI-related learning can benefit from synthesizing genAI implementation with the core principles underpinning LRI to effectively manage the cognitive burden on diverse students as they engage with genAI to learn.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).