AI让同学求助变求助AI，削弱了学习社区的互动与归属感
"All Roads Lead to ChatGPT": How Generative AI is Eroding Social Interactions and Student Learning Communities
- 学生将向同伴求助转为直接使用AI，弱化了互助关系
- 7所顶尖高校调研发现超半数学生感到孤立与动力下降
- 适合关注教育公平、AI伦理与学习生态的研究者
生成式AI的广泛应用已影响学习与求助行为。尽管其优势明确，但近期研究也警示其可能导致作弊增多，并损害学生的元认知与批判性思维。然而，其对社交互动、同伴学习及课堂动态的影响尚不清晰。为此，我们在北美七所研究型大学开展了17场半结构化访谈。结果显示，学生求助行为正被生成式AI中介：常将问题从同伴转向AI，自身不再提供帮助，削弱了同伴互动。学生普遍反映社交支持系统瓦解，导致孤独感增强、学习动力下降。这些发现令人担忧，因社交互动在学生学习过程与归属感中具有关键作用。
原文摘要 · Abstract (English)
The widespread adoption of generative AI is already impacting learning and help-seeking. While the benefits of generative AI are well-understood, recent studies have also raised concerns about increased potential for cheating and negative impacts on students' metacognition and critical thinking. However, the potential impacts on social interactions, peer learning, and classroom dynamics are not yet well understood. To investigate these aspects, we conducted 17 semi-structured interviews with undergraduate computing students across seven R1 universities in North America. Our findings suggest that help-seeking requests are now often mediated by generative AI. For example, students often redirected questions from their peers to generative AI instead of providing assistance themselves, undermining peer interaction. Students also reported feeling increasingly isolated and demotivated as the social support systems they rely on begin to break down. These findings are concerning given the important role that social interactions play in students' learning and sense of belonging.
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