探讨生成式AI如何影响师生自主权，揭示其利弊与不平等风险。
Generative AI and Agency in Education: A Critical Scoping Review and Thematic Analysis
- 基于批判数字教育视角，分析10项研究中的教与学自主性变化。
- 生成式AI可提升个性化支持但可能加剧教育不平等，削弱学习者自主。
- 适合教育政策制定者和一线教师参考，推动公平与自主并重的AI应用。
本系统性述评基于批判数字教育视角，遵循PRISMA-ScR指南，从学术数据库中筛选出10项聚焦生成式AI环境下学习者与教师自主性的研究。采用人工智能辅助的混合主题分析法，提炼出三个核心主题：数字空间中的控制问题、参与度与获取的差异性，以及自主性概念的演变。研究发现，尽管生成式AI可通过个性化支持增强学习者自主性，但在特定情境下也可能加剧教育不平等并削弱学习者自主。当前关于生成式AI对自主性影响的研究存在明显空白。研究结果对教育政策与实践具有启示意义，强调需建立兼顾公平获取与学习者自主性的框架。
原文摘要 · Abstract (English)
This scoping review examines the relationship between Generative AI (GenAI) and agency in education, analyzing the literature available through the lens of Critical Digital Pedagogy. Following PRISMA-ScR guidelines, we collected 10 studies from academic databases focusing on both learner and teacher agency in GenAI-enabled environments. We conducted an AI-supported hybrid thematic analysis that revealed three key themes: Control in Digital Spaces, Variable Engagement and Access, and Changing Notions of Agency. The findings suggest that while GenAI may enhance learner agency through personalization and support, it also risks exacerbating educational inequalities and diminishing learner autonomy in certain contexts. This review highlights gaps in the current research on GenAI's impact on agency. These findings have implications for educational policy and practice, suggesting the need for frameworks that promote equitable access while preserving learner agency in GenAI-enhanced educational environments.
Thank you to arXiv for use of its open access interoperability. PaperDance 不是 arXiv 官方产品；中文卡片由大模型生成，请以原文为准。