{"title":"高等教育中的ChatGPT干预：实验研究的系统回顾","authors":"Yiwen Jin, Lies Sercu","doi":"10.1111/jcal.70072","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Artificial intelligence has been reshaping many industries, and education is no exception. When ChatGPT burst onto the scene in late 2022, it ignited conversations among educators and researchers alike. Despite growing interest and experimentation with this technology in university classrooms, the field has been missing a comprehensive analysis of the actual research examining how ChatGPT is being used in higher education settings.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This review addresses that gap by focusing on experimental designs and interventions that incorporate ChatGPT in higher education settings, with particular attention to its impact on academic outcomes.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>This study followed the PRISMA guidelines to identify and analyse relevant experimental studies. Through systematic coding and analysis of 21 selected studies, this review examined research design, intervention types and academic outcomes.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>This review found that research on ChatGPT-based interventions in higher education has focused on language and STEM domains. Although many of the studies are true experimental designs, they often lack large, diverse samples. Two main types of interventions are identified: task assistance and general learning support, each with unique strengths and challenges. ChatGPT was generally effective for knowledge acquisition, but its impact on skills development varied. Medium-term interventions showed the best results, while short-term effects were limited and long-term outcomes were mixed.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"ChatGPT Interventions in Higher Education: A Systematic Review of Experimental Studies\",\"authors\":\"Yiwen Jin, Lies Sercu\",\"doi\":\"10.1111/jcal.70072\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Artificial intelligence has been reshaping many industries, and education is no exception. When ChatGPT burst onto the scene in late 2022, it ignited conversations among educators and researchers alike. Despite growing interest and experimentation with this technology in university classrooms, the field has been missing a comprehensive analysis of the actual research examining how ChatGPT is being used in higher education settings.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This review addresses that gap by focusing on experimental designs and interventions that incorporate ChatGPT in higher education settings, with particular attention to its impact on academic outcomes.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>This study followed the PRISMA guidelines to identify and analyse relevant experimental studies. Through systematic coding and analysis of 21 selected studies, this review examined research design, intervention types and academic outcomes.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>This review found that research on ChatGPT-based interventions in higher education has focused on language and STEM domains. Although many of the studies are true experimental designs, they often lack large, diverse samples. Two main types of interventions are identified: task assistance and general learning support, each with unique strengths and challenges. ChatGPT was generally effective for knowledge acquisition, but its impact on skills development varied. Medium-term interventions showed the best results, while short-term effects were limited and long-term outcomes were mixed.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 4\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-06-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70072\",\"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":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70072","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}
ChatGPT Interventions in Higher Education: A Systematic Review of Experimental Studies
Background
Artificial intelligence has been reshaping many industries, and education is no exception. When ChatGPT burst onto the scene in late 2022, it ignited conversations among educators and researchers alike. Despite growing interest and experimentation with this technology in university classrooms, the field has been missing a comprehensive analysis of the actual research examining how ChatGPT is being used in higher education settings.
Objectives
This review addresses that gap by focusing on experimental designs and interventions that incorporate ChatGPT in higher education settings, with particular attention to its impact on academic outcomes.
Methods
This study followed the PRISMA guidelines to identify and analyse relevant experimental studies. Through systematic coding and analysis of 21 selected studies, this review examined research design, intervention types and academic outcomes.
Results and Conclusions
This review found that research on ChatGPT-based interventions in higher education has focused on language and STEM domains. Although many of the studies are true experimental designs, they often lack large, diverse samples. Two main types of interventions are identified: task assistance and general learning support, each with unique strengths and challenges. ChatGPT was generally effective for knowledge acquisition, but its impact on skills development varied. Medium-term interventions showed the best results, while short-term effects were limited and long-term outcomes were mixed.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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