分析AI助教中学生自主学习行为模式，发现两类使用策略。
Investigating Self-regulated Learning Sequences within a Generative AI-based Intelligent Tutoring System
- 通过交互日志提取学生使用GenAI的序列模式
- 两类学生在使用频率和时间分布上差异显著
- 多数人用于获取信息，但与成绩无显著关联
生成式人工智能（GenAI）在教育领域的应用日益广泛。学者普遍认为，在GenAI辅助的学习环境中，自主学习（SRL）对学习效果至关重要，因此捕捉学生动态的SRL模式十分关键。本研究从一个GenAI辅助智能辅导系统中提取学生完成问题解决任务时的交互日志数据，分析其使用GenAI的目的——从信息处理视角分为信息获取与信息转化。通过序列分析与聚类方法，将参与者分为两类基于SRL序列的群体，这两类在GenAI使用频率和时间特征上存在显著差异。此外，大多数学生使用GenAI主要为信息获取而非信息转化；但使用目的与学习表现之间的相关性未达统计显著水平。研究结果为教学设计及GenAI辅助学习环境的优化提供了依据。
原文摘要 · Abstract (English)
There has been a growing trend in employing generative artificial intelligence (GenAI) techniques to support learning. Moreover, scholars have reached a consensus on the critical role of self-regulated learning (SRL) in ensuring learning effectiveness within GenAI-assisted learning environments, making it essential to capture students' dynamic SRL patterns. In this study, we extracted students' interaction patterns with GenAI from trace data as they completed a problem-solving task within a GenAI-assisted intelligent tutoring system. Students' purpose of using GenAI was also analyzed from the perspective of information processing, i.e., information acquisition and information transformation. Using sequential and clustering analysis, this study classified participants into two groups based on their SRL sequences. These two groups differed in the frequency and temporal characteristics of GenAI use. In addition, most students used GenAI for information acquisition rather than information transformation, while the correlation between the purpose of using GenAI and learning performance was not statistically significant. Our findings inform both pedagogical design and the development of GenAI-assisted learning environments.
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