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

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anni Silvola, Anu Kajamaa, Joonas Merikko, Hanni Muukkonen
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引用次数: 0

摘要

尽管对生成式人工智能(GenAI)及其在高等教育中的应用的研究激增,但我们对学生创造GenAI的生产性和伦理基础用途的变革过程的理解仍然有限,以及人工智能如何调解学生的意义构建。基于对教育科学学士学位学生(N = 22)进行的一项基于探究的课程作业的实证调查,我们分析了学生的反思性论文,以探索GenAI如何在整个学术写作过程中介导他们的意义构建。我们选择了溯因分析作为检验人工智能介导的新理解构建的主要方法。交叉表分析补充了定性分析,解决了基于学生年龄的人工智能介导的意义构建过程的差异。我们的发现捕获了人工智能介导的多维语义生成过程。我们发现了三个指导学生语义构建过程的核心动力:评估和适应人工智能介导的写作的文本特征,调整和改善与GenAI的互动,以及围绕日常学习实践将人工智能介导的学术写作体验置于语境中。尽管学生们在语义构建过程中并没有克服所有这些紧张关系,但这些紧张关系和模糊性突出了采用人工智能介导的学术写作实践的伦理方面。我们的研究通过发展人工智能介导的意义构建方法的概念在理论上做出了贡献,因此增加了对人工智能介导的写作过程的对话轨迹的现有理解,通过这种理解,学生可以创造新的意义和理解GenAI作为学习资源的使用。此外,我们还讨论了人工智能介导的意义构建的集体方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

AI-mediated sensemaking in higher education students’ learning processes: Tensions, sensemaking practices, and AI-assigned purposes

AI-mediated sensemaking in higher education students’ learning processes: Tensions, sensemaking practices, and AI-assigned purposes

AI-mediated sensemaking in higher education students’ learning processes: Tensions, sensemaking practices, and AI-assigned purposes

AI-mediated sensemaking in higher education students’ learning processes: Tensions, sensemaking practices, and AI-assigned purposes

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.

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来源期刊
British Journal of Educational Technology
British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.60
自引率
4.50%
发文量
111
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.
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