{"title":"基于ai的聊天机器人通过教科书设计活动赋予职前教师权力","authors":"Jiutong Luo;Chunying Zhu;Lixin Hu;Meng Sun","doi":"10.1109/TLT.2025.3606757","DOIUrl":null,"url":null,"abstract":"Generative artificial intelligence (GAI) has become an epoch-making technology in the educational context. With a quasi-experimental repeated measure design and mixed-method data collection, this study examined the effects of the GAI-based chatbot in assisting preservice teachers in implementing the new national curriculum standards in Mainland China and their perceptions accordingly. A sample of 26 preservice teachers (divided into 13 teams) was included in this two-phrase study. Results showed that textbook design activities with the chatbot effectively promoted participants’ acquisition of content knowledge and improved self-efficacy, although it did not reduce teaching anxiety. Evidence was also extracted from participants’ open-ended responses with an extended COSTEM (i.e., content, others, self, tasks, ethics, and model) framework. Meanwhile, preservice teachers perceived both advantages and disadvantages regarding the utility of the GAI-based chatbot in learning. Implications of this study were also discussed.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"822-832"},"PeriodicalIF":4.9000,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Empowering Preservice Teachers Through Textbook Design Activities With GAI-Based Chatbot\",\"authors\":\"Jiutong Luo;Chunying Zhu;Lixin Hu;Meng Sun\",\"doi\":\"10.1109/TLT.2025.3606757\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Generative artificial intelligence (GAI) has become an epoch-making technology in the educational context. With a quasi-experimental repeated measure design and mixed-method data collection, this study examined the effects of the GAI-based chatbot in assisting preservice teachers in implementing the new national curriculum standards in Mainland China and their perceptions accordingly. A sample of 26 preservice teachers (divided into 13 teams) was included in this two-phrase study. Results showed that textbook design activities with the chatbot effectively promoted participants’ acquisition of content knowledge and improved self-efficacy, although it did not reduce teaching anxiety. Evidence was also extracted from participants’ open-ended responses with an extended COSTEM (i.e., content, others, self, tasks, ethics, and model) framework. Meanwhile, preservice teachers perceived both advantages and disadvantages regarding the utility of the GAI-based chatbot in learning. Implications of this study were also discussed.\",\"PeriodicalId\":49191,\"journal\":{\"name\":\"IEEE Transactions on Learning Technologies\",\"volume\":\"18 \",\"pages\":\"822-832\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2025-09-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"IEEE Transactions on Learning Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://ieeexplore.ieee.org/document/11152548/\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"IEEE Transactions on Learning Technologies","FirstCategoryId":"95","ListUrlMain":"https://ieeexplore.ieee.org/document/11152548/","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
Empowering Preservice Teachers Through Textbook Design Activities With GAI-Based Chatbot
Generative artificial intelligence (GAI) has become an epoch-making technology in the educational context. With a quasi-experimental repeated measure design and mixed-method data collection, this study examined the effects of the GAI-based chatbot in assisting preservice teachers in implementing the new national curriculum standards in Mainland China and their perceptions accordingly. A sample of 26 preservice teachers (divided into 13 teams) was included in this two-phrase study. Results showed that textbook design activities with the chatbot effectively promoted participants’ acquisition of content knowledge and improved self-efficacy, although it did not reduce teaching anxiety. Evidence was also extracted from participants’ open-ended responses with an extended COSTEM (i.e., content, others, self, tasks, ethics, and model) framework. Meanwhile, preservice teachers perceived both advantages and disadvantages regarding the utility of the GAI-based chatbot in learning. Implications of this study were also discussed.
期刊介绍:
The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.