AI素养比使用经验更能影响学生对智能测评工具的体验。
AI Literacy as a Key Driver of User Experience in AI-Powered Assessment: Insights from Socratic Mind
- 以自我效能等素养能力为核心，提升系统可用性与满意度。
- 高AI素养学生感知学习效果显著更强，且满意度更高。
- 适合教育科技设计者参考，尤其关注用户差异化的支持策略。
随着人工智能工具在高等教育中日益普及，理解学生如何与这些系统互动至关重要。本研究探讨了学生AI素养及先前接触经历如何影响其对Socratic Mind——一款交互式AI赋能形成性评估工具的感知。基于自我决定理论与用户体验研究，分析了AI素养、感知可用性、满意度、参与度与感知学习成效之间的关系。通过309名计算机科学与商科本科生的问卷调查数据，采用偏最小二乘结构方程模型（PLS-SEM）发现：AI素养（尤其是自我效能、概念理解与应用技能）显著预测可用性、满意度与参与度；可用性与满意度则强烈正向预测感知学习成效；而先前的AI使用经验无显著影响。结果表明，真正塑造学生体验的是AI素养而非单纯使用经历。建议设计者融入自适应引导与以用户为中心的功能，支持不同素养水平的学习者，构建包容、激励且高效的AI辅助学习环境。
原文摘要 · Abstract (English)
As Artificial Intelligence (AI) tools become increasingly embedded in higher education, understanding how students interact with these systems is essential to supporting effective learning. This study examines how students' AI literacy and prior exposure to AI technologies shape their perceptions of Socratic Mind, an interactive AI-powered formative assessment tool. Drawing on Self-Determination Theory and user experience research, we analyze relationships among AI literacy, perceived usability, satisfaction, engagement, and perceived learning effectiveness. Data from 309 undergraduates in Computer Science and Business courses were collected through validated surveys. Partial least squares structural equation modeling showed that AI literacy - especially self-efficacy, conceptual understanding, and application skills - significantly predicts usability, satisfaction, and engagement. Usability and satisfaction, in turn, strongly predict perceived learning effectiveness, while prior AI exposure showed no significant effect. These findings highlight that AI literacy, rather than exposure alone, shapes student experiences. Designers should integrate adaptive guidance and user-centered features to support diverse literacy levels, fostering inclusive, motivating, and effective AI-based learning environments.
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