在数学学习中使用归纳、具体化和例证来研究会话人工智能的动机和知识启示

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Chenglu Li, Bailing Lyu
{"title":"在数学学习中使用归纳、具体化和例证来研究会话人工智能的动机和知识启示","authors":"Chenglu Li,&nbsp;Bailing Lyu","doi":"10.1111/bjet.13612","DOIUrl":null,"url":null,"abstract":"<p>A promising approach to support students' math learning effectively, automatically and at scale within existing learning environments is conversational artificial intelligence (ConvAI). Although previous studies have suggested ConvAI's potential to guide, facilitate and enhance learning, its effects on students' conceptual change and academic motivation—the latter a crucial moderator of conceptual change—in math education remain understudied. Our study expands understanding of how ConvAI can be used to support Algebra learning from a conceptual change perspective. Using a between-subjects, pre- and posttest design, we conducted an experimental study with 151 participants, with the experimental group accessing ConvAI developed with induction, concretization and exemplification teaching strategies. Results showed that participants in the ConvAI group exhibited higher mastery goal orientation and self-efficacy compared with the control group post-intervention. The frequency of visiting recommended learning resources by ConvAI significantly predicted participants' motivation changes, with increased visits correlating with higher motivation. Additionally, although there was no significant main effect on misconceptions between ConvAI and no-AI participants, significant interaction effects on misconceptions emerged between treatment conditions and student motivation. Our findings, revealed through open-sourced implementations, provide support and implications for educational practitioners and researchers to design and develop pedagogically meaningful ConvAI for math learning.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"1814-1841"},"PeriodicalIF":8.1000,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13612","citationCount":"0","resultStr":"{\"title\":\"Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning\",\"authors\":\"Chenglu Li,&nbsp;Bailing Lyu\",\"doi\":\"10.1111/bjet.13612\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>A promising approach to support students' math learning effectively, automatically and at scale within existing learning environments is conversational artificial intelligence (ConvAI). Although previous studies have suggested ConvAI's potential to guide, facilitate and enhance learning, its effects on students' conceptual change and academic motivation—the latter a crucial moderator of conceptual change—in math education remain understudied. Our study expands understanding of how ConvAI can be used to support Algebra learning from a conceptual change perspective. Using a between-subjects, pre- and posttest design, we conducted an experimental study with 151 participants, with the experimental group accessing ConvAI developed with induction, concretization and exemplification teaching strategies. Results showed that participants in the ConvAI group exhibited higher mastery goal orientation and self-efficacy compared with the control group post-intervention. The frequency of visiting recommended learning resources by ConvAI significantly predicted participants' motivation changes, with increased visits correlating with higher motivation. Additionally, although there was no significant main effect on misconceptions between ConvAI and no-AI participants, significant interaction effects on misconceptions emerged between treatment conditions and student motivation. Our findings, revealed through open-sourced implementations, provide support and implications for educational practitioners and researchers to design and develop pedagogically meaningful ConvAI for math learning.</p>\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":\"56 5\",\"pages\":\"1814-1841\"},\"PeriodicalIF\":8.1000,\"publicationDate\":\"2025-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13612\",\"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.13612\",\"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.13612","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}
引用次数: 0

摘要

会话人工智能(ConvAI)是一种在现有学习环境中有效、自动、大规模地支持学生数学学习的有前途的方法。尽管先前的研究已经表明ConvAI具有指导、促进和增强学习的潜力,但它对数学教育中学生概念变化和学术动机的影响(后者是概念变化的关键调节因素)仍未得到充分研究。我们的研究从概念变化的角度扩展了对ConvAI如何用于支持代数学习的理解。采用被试间、测试前和测试后设计,我们对151名参与者进行了实验研究,实验组使用归纳、具体化和例证化教学策略开发的ConvAI。结果表明:干预后,ConvAI组被试表现出高于对照组的掌握目标取向和自我效能感。访问ConvAI推荐学习资源的频率显著预测了参与者的动机变化,访问次数越多,动机越高。此外,尽管在ConvAI和no- ai参与者之间对误解没有显著的主效应,但在治疗条件和学生动机之间对误解出现了显著的交互效应。我们的发现,通过开源实现揭示,为教育从业者和研究人员提供支持和启示,以设计和开发具有教学意义的数学学习ConvAI。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning

Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning

Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning

Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning

Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning

A promising approach to support students' math learning effectively, automatically and at scale within existing learning environments is conversational artificial intelligence (ConvAI). Although previous studies have suggested ConvAI's potential to guide, facilitate and enhance learning, its effects on students' conceptual change and academic motivation—the latter a crucial moderator of conceptual change—in math education remain understudied. Our study expands understanding of how ConvAI can be used to support Algebra learning from a conceptual change perspective. Using a between-subjects, pre- and posttest design, we conducted an experimental study with 151 participants, with the experimental group accessing ConvAI developed with induction, concretization and exemplification teaching strategies. Results showed that participants in the ConvAI group exhibited higher mastery goal orientation and self-efficacy compared with the control group post-intervention. The frequency of visiting recommended learning resources by ConvAI significantly predicted participants' motivation changes, with increased visits correlating with higher motivation. Additionally, although there was no significant main effect on misconceptions between ConvAI and no-AI participants, significant interaction effects on misconceptions emerged between treatment conditions and student motivation. Our findings, revealed through open-sourced implementations, provide support and implications for educational practitioners and researchers to design and develop pedagogically meaningful ConvAI for math learning.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信