在生成式人工智能环境中增强自我调节学习和学习体验:元认知支持的关键作用

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xiaoqing Xu, Lifang Qiao, Nuo Cheng, Hongxia Liu, Wei Zhao
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引用次数: 0

摘要

生成式人工智能(GenAI)的快速发展给高等教育带来了机遇和新的挑战。学生需要高水平的自我调节学习来适应这种变化。然而,如果没有指导,学生很难坚持自我调节。元认知支持在增强自我调节学习方面具有显著优势,但很少有研究探索其在GenAI环境中的作用。本研究旨在探讨元认知支持对GenAI环境下大学生自我调节学习和学习体验的影响。设计了一个准实验,将68名大学生分为两组。实验组(N = 35)接受外显元认知支持,对照组(N = 33)不接受任何元认知提示。试验期4周。本研究测量了学生的学业成绩、自主学习能力和学习体验(包括认知负荷和技术接受度)。结果表明,在GenAI环境下,元认知支持在不产生显著组间成绩差异的情况下,提高了学生的自我调节学习能力,特别是在任务策略和自我评价方面,并优化了学生的学习体验。该研究还发现,如果学生在GenAI环境中缺乏元认知支持,他们的自我调节学习水平就有降低的风险。结论指出,GenAI支持学习者完成学习任务,但可能会降低自我调节的学习效率,元认知支持是支持学习者在GenAI环境中有效调节的关键。该研究为如何更好地支持GenAI环境下学习者的学习提供了重要的理论和实践依据。从业者注意到,关于这个主题,我们已经知道SRL对于在数字环境中有效学习至关重要。像ChatGPT这样的生成式人工智能工具可以增强学习,但需要支持。在没有指导的情况下,学习者常常难以应用SRL策略。本文添加的元认知支持改进了生成式AI环境中的SRL。它减少了认知负荷,增加了人工智能工具的感知有用性。结构化的支持会带来更好的学术成果。教师在使用人工智能工具时应整合元认知支持。在技术丰富的环境中,教师培训应侧重于SRL策略。政策应促进在教育中道德和有效地使用人工智能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support

Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support

Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support

Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support

The rapid development of generative artificial intelligence (GenAI) has brought opportunities and new challenges to higher education. Students need a high level of self-regulated learning to adapt to this change. However, it is difficult for students to persist in self-regulation without guidance. Metacognitive support has a significant advantage in enhancing self-regulated learning, but fewer studies have explored the effects of its role in GenAI environments. The purpose of this study was to investigate the impacts of metacognitive support on college students' self-regulated learning and learning experiences in a GenAI environment. A quasi-experiment was designed in which 68 college students were divided into two groups. The experimental group (N = 35) received explicit metacognitive support, while the control group (N = 33) did not receive any metacognitive prompts. The experiment lasted 4 weeks. The study measured students' academic performance, self-regulated learning ability and learning experiences (including cognitive load and technology acceptance). The results indicate that in the GenAI environment, metacognitive support, while not producing significant between-group differences in achievement, enhances students' self-regulated learning abilities particularly in terms of task strategy and self-evaluation, as well as optimizing their learning experience. The study also found that students were at risk of decreasing their level of self-regulated learning if they lacked metacognitive support in the GenAI environment. The conclusion points out that GenAI supports learners to accomplish learning tasks while potentially reducing self-regulated learning effectiveness, and that metacognitive support is key to supporting effective regulation in learners' GenAI environments. This study provides an important theoretical and practical basis for how to better support learners' learning in GenAI environments.

Practitioner notes

What is already known about this topic

  • SRL is vital for effective learning in digital environments.
  • Generative AI tools, like ChatGPT, can enhance learning but require support.
  • Learners often struggle to apply SRL strategies without guidance.

What this paper adds

  • Metacognitive support improves SRL in Generative AI environments.
  • It reduces cognitive load and increases the perceived usefulness of AI tools.
  • Structured support leads to better academic outcomes.

Implications for practice and/or policy

  • Teachers should integrate metacognitive support when using AI tools.
  • Teacher training should focus on SRL strategies in tech-rich settings.
  • Policies should promote ethical and effective AI use in education.
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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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