Anni Silvola, Anu Kajamaa, Joonas Merikko, Hanni Muukkonen
{"title":"高等教育学生学习过程中人工智能介导的语义构建:紧张关系、语义构建实践和人工智能分配的目的","authors":"Anni Silvola, Anu Kajamaa, Joonas Merikko, Hanni Muukkonen","doi":"10.1111/bjet.13606","DOIUrl":null,"url":null,"abstract":"<p>Despite a proliferation of research on generative artificial intelligence (GenAI) and its applications in higher education (HE), our understanding of the transformative processes where students create productive and ethically grounded uses of GenAI and how AI mediates students' sensemaking is still limited. Based on an empirical investigation of bachelor's degree students from educational sciences (<i>N</i> = 22) carrying out an inquiry-based course assignment, we analysed students' reflective essays to explore how GenAI mediated their sensemaking throughout the academic writing process. We selected an abductive analysis as the main approach to examine the AI-mediated construction of new understanding. Cross-tabulation analysis complemented qualitative analysis, addressing differences in AI-mediated sensemaking processes based on students' age. Our findings capture a multidimensional constellation of AI-mediated sensemaking processes. We found three central dynamics that guided students' sensemaking process: assessing and adapting the textual characteristics of AI-mediated writing, adjusting and improving interactions with GenAI, and contextualising AI-mediated academic writing experiences around everyday study practices. The tensions and ambiguities highlighted the ethical aspects of adopting AI-mediated academic writing practices, although students did not overcome all of these tensions during their sensemaking processes. Our study contributes theoretically by developing the notion of an AI-mediated sensemaking approach, therefore adding to existing understanding about the dialogical trajectories of AI-mediated writing processes through which students create new meanings and understandings of GenAI use as a learning resource. Further, we discuss the collective aspects of AI-mediated sensemaking.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"2001-2018"},"PeriodicalIF":8.1000,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13606","citationCount":"0","resultStr":"{\"title\":\"AI-mediated sensemaking in higher education students’ learning processes: Tensions, sensemaking practices, and AI-assigned purposes\",\"authors\":\"Anni Silvola, Anu Kajamaa, Joonas Merikko, Hanni Muukkonen\",\"doi\":\"10.1111/bjet.13606\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Despite a proliferation of research on generative artificial intelligence (GenAI) and its applications in higher education (HE), our understanding of the transformative processes where students create productive and ethically grounded uses of GenAI and how AI mediates students' sensemaking is still limited. Based on an empirical investigation of bachelor's degree students from educational sciences (<i>N</i> = 22) carrying out an inquiry-based course assignment, we analysed students' reflective essays to explore how GenAI mediated their sensemaking throughout the academic writing process. We selected an abductive analysis as the main approach to examine the AI-mediated construction of new understanding. Cross-tabulation analysis complemented qualitative analysis, addressing differences in AI-mediated sensemaking processes based on students' age. Our findings capture a multidimensional constellation of AI-mediated sensemaking processes. We found three central dynamics that guided students' sensemaking process: assessing and adapting the textual characteristics of AI-mediated writing, adjusting and improving interactions with GenAI, and contextualising AI-mediated academic writing experiences around everyday study practices. The tensions and ambiguities highlighted the ethical aspects of adopting AI-mediated academic writing practices, although students did not overcome all of these tensions during their sensemaking processes. Our study contributes theoretically by developing the notion of an AI-mediated sensemaking approach, therefore adding to existing understanding about the dialogical trajectories of AI-mediated writing processes through which students create new meanings and understandings of GenAI use as a learning resource. Further, we discuss the collective aspects of AI-mediated sensemaking.</p>\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":\"56 5\",\"pages\":\"2001-2018\"},\"PeriodicalIF\":8.1000,\"publicationDate\":\"2025-05-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13606\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13606\",\"RegionNum\":1,\"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":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13606","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
AI-mediated sensemaking in higher education students’ learning processes: Tensions, sensemaking practices, and AI-assigned purposes
Despite a proliferation of research on generative artificial intelligence (GenAI) and its applications in higher education (HE), our understanding of the transformative processes where students create productive and ethically grounded uses of GenAI and how AI mediates students' sensemaking is still limited. Based on an empirical investigation of bachelor's degree students from educational sciences (N = 22) carrying out an inquiry-based course assignment, we analysed students' reflective essays to explore how GenAI mediated their sensemaking throughout the academic writing process. We selected an abductive analysis as the main approach to examine the AI-mediated construction of new understanding. Cross-tabulation analysis complemented qualitative analysis, addressing differences in AI-mediated sensemaking processes based on students' age. Our findings capture a multidimensional constellation of AI-mediated sensemaking processes. We found three central dynamics that guided students' sensemaking process: assessing and adapting the textual characteristics of AI-mediated writing, adjusting and improving interactions with GenAI, and contextualising AI-mediated academic writing experiences around everyday study practices. The tensions and ambiguities highlighted the ethical aspects of adopting AI-mediated academic writing practices, although students did not overcome all of these tensions during their sensemaking processes. Our study contributes theoretically by developing the notion of an AI-mediated sensemaking approach, therefore adding to existing understanding about the dialogical trajectories of AI-mediated writing processes through which students create new meanings and understandings of GenAI use as a learning resource. Further, we discuss the collective aspects of AI-mediated sensemaking.
期刊介绍:
BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.