中学生视生成式AI助教为学习伙伴，兼具辅导与协作功能。
Students' Perceived Roles, Opportunities, and Challenges of a Generative AI-powered Teachable Agent: A Case of Middle School Math Class
- 让学生扮演教师角色，用生成式AI构建可互动的助教。
- 90%学生认为助教能帮助理解数学概念，但担心其错误回答。
- 适合教育AI设计者与一线教师参考教学融合方案。
生成式人工智能（GenAI）的持续发展提升了学习-教学实践在可交互助教（Teachable Agent, TA）中的应用潜力。尽管助教的角色与机遇已被广泛认可，但关于GenAI如何与助教协同或引入新挑战，以及学生对这一应用的感知仍缺乏了解。本研究通过课堂观察、焦点小组访谈及108名六年级学生的开放式问卷，探讨了中学生对生成式AI驱动助教的角色期待、潜在益处与挑战。结果发现，学生期望该助教作为学习伙伴、教学引导者和协作解题者。同时，学生指出其优势包括即时反馈与个性化支持，但也担忧模型输出错误或难以解释。研究为教育AI系统设计与人机协同教学提供了实证依据。
原文摘要 · Abstract (English)
Ongoing advancements in Generative AI (GenAI) have boosted the potential of applying long-standing learning-by-teaching practices in the form of a teachable agent (TA). Despite the recognized roles and opportunities of TAs, less is known about how GenAI could create synergy or introduce challenges in TAs and how students perceived the application of GenAI in TAs. This study explored middle school students perceived roles, benefits, and challenges of GenAI-powered TAs in an authentic mathematics classroom. Through classroom observation, focus-group interviews, and open-ended surveys of 108 sixth-grade students, we found that students expected the GenAI-powered TA to serve as a learning companion, facilitator, and collaborative problem-solver. Students also expressed the benefits and challenges of GenAI-powered TAs. This study provides implications for the design of educational AI and AI-assisted instruction.
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