70%中学生在用大模型写作业，但效果受幻觉和推理缺陷影响。
Embracing AI in Education: Understanding the Surge in Large Language Model Use by Secondary Students
- 调查300多名中学生，发现70%曾使用大模型
- 用于语文、历史、数学等多科作业，但常出现错误答案
- 呼吁开发适配学生的专用模型与公平教育方案
大型语言模型（如OpenAI的ChatGPT）在作文写作和问题解决方面的出色表现，为教育带来了新可能。本研究通过调查300多名初中至高中学生，发现尽管学校有限制，仍有70%的学生使用过大模型，这一比例高于年轻成年人，且在7至12年级间保持稳定。学生将大模型用于语文、历史、数学等多个学科作业，但对其效果评价不一，主要因历史类内容常出现幻觉，数学题缺乏严谨推理导致答案错误。调研反馈呼吁开发更适配学生的模型，并探讨如何帮助弱势群体学生平等获取先进教育资源。为此，我们提出主题专用模型、个性化学习及人工智能课堂等建议。
原文摘要 · Abstract (English)
The impressive essay writing and problem-solving capabilities of large language models (LLMs) like OpenAI's ChatGPT have opened up new avenues in education. Our goal is to gain insights into the widespread use of LLMs among secondary students to inform their future development. Despite school restrictions, our survey of over 300 middle and high school students revealed that a remarkable 70% of students have utilized LLMs, higher than the usage percentage among young adults, and this percentage remains consistent across 7th to 12th grade. Students also reported using LLMs for multiple subjects, including language arts, history, and math assignments, but expressed mixed thoughts on their effectiveness due to occasional hallucinations in historical contexts and incorrect answers for lack of rigorous reasoning. The survey feedback called for LLMs better adapted for students, and also raised questions to developers and educators on how to help students from underserved communities leverage LLMs' capabilities for equal access to advanced education resources. We propose a few ideas to address such issues, including subject-specific models, personalized learning, and AI classrooms.
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