33位教师试用语音对话AI助教，发现它能促互动却引发信任与教学匹配担忧。
Exploring Teachers' Perspectives on Using Conversational AI Agents for Group Collaboration
- 让语音AI作为近似同龄人参与面对面小组合作，观察教师反馈。
- 多数教师认可其提升参与度，但担心自主性、信任及教学目标对齐问题。
- 揭示教师对AI的思维模型，为协作型AI设计提供关键参考。
协作是21世纪学习的核心，但教师在支持有效同伴互动方面仍面临挑战。新兴生成式AI工具为支撑协作提供了新可能，但其在促进面对面小组学习中的作用，尤其是从教育者视角出发的研究仍不足。本研究基于对33名K12教师的探索性定性研究，让他们与名为Phoenix的语音交互式对话代理进行互动，该代理旨在作为面对面小组合作中的近似同龄人。通过玩测、问卷和焦点小组，我们考察了教师对代理行为的看法、其对小组动态的影响以及课堂应用潜力。尽管许多教师赞赏Phoenix激发参与的能力，但也表达了对自主性、信任、拟人化及教学契合度的担忧。研究贡献了关于教师对AI认知模型的实证洞察，揭示了核心设计矛盾，并为面向小组的AI代理提出支持有意义协作学习的关键考量。
原文摘要 · Abstract (English)
Collaboration is a cornerstone of 21st-century learning, yet teachers continue to face challenges in supporting productive peer interaction. Emerging generative AI tools offer new possibilities for scaffolding collaboration, but their role in mediating in-person group work remains underexplored, especially from the perspective of educators. This paper presents findings from an exploratory qualitative study with 33 K12 teachers who interacted with Phoenix, a voice-based conversational agent designed to function as a near-peer in face-to-face group collaboration. Drawing on playtesting sessions, surveys, and focus groups, we examine how teachers perceived the agent's behavior, its influence on group dynamics, and its classroom potential. While many appreciated Phoenix's capacity to stimulate engagement, they also expressed concerns around autonomy, trust, anthropomorphism, and pedagogical alignment. We contribute empirical insights into teachers' mental models of AI, reveal core design tensions, and outline considerations for group-facing AI agents that support meaningful, collaborative learning.
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