研究在职大学生如何在学业与工作间使用生成式AI
Generative AI Usage of University Students: Navigating Between Education and Business
- 通过访谈11名远程学习学生，构建生成式AI使用行为的扎根理论模型
- 发现影响使用的三类因果条件与四类中介因素，揭示其双场景应用特点
- 适合教育管理者、AI工具开发者参考，尤其关注学术诚信与效率平衡
本研究聚焦于在职兼读制大学生在教育与职场双重场景下对生成式人工智能（GenAI）的使用。现有文献较少关注此类学生群体及其在教育与业务间的交叉使用行为。研究采用扎根理论方法，对来自一所远程大学的11名学生进行深度访谈，识别出三类因果条件、四类中介条件及相应策略，共同影响GenAI的使用。研究指出，尽管GenAI可显著提升学习效率与工作产出，但其在伦理、可靠性及学术不端风险方面仍存挑战。所构建的扎根模型为理解该群体的GenAI使用提供了系统框架，对教育者、政策制定者及GenAI工具开发者具有重要参考价值。
原文摘要 · Abstract (English)
This study investigates generative artificial intelligence (GenAI) usage of university students who study alongside their professional career. Previous literature has paid little attention to part-time students and the intersectional use of GenAI between education and business. This study examines with a grounded theory approach the characteristics of GenAI usage of part-time students. Eleven students from a distance learning university were interviewed. Three causal and four intervening conditions, as well as strategies were identified, to influence the use of GenAI. The study highlights both the potential and challenges of GenAI usage in education and business. While GenAI can significantly enhance productivity and learning outcomes, concerns about ethical implications, reliability, and the risk of academic misconduct persist. The developed grounded model offers a comprehensive understanding of GenAI usage among students, providing valuable insights for educators, policymakers, and developers of GenAI tools seeking to bridge the gap between education and business.
Thank you to arXiv for use of its open access interoperability. PaperDance 不是 arXiv 官方产品；中文卡片由大模型生成，请以原文为准。