大学生用AI写作业却不敢说，制度滞后导致隐秘使用。
"Everyone's using it, but no one is allowed to talk about it": College Students' Experiences Navigating the Higher Education Environment in a Generative AI World
- 通过访谈23名学生，发现学业压力推动学生使用AI，即使认为其有害学习。
- 同龄人小圈子形成事实上的AI使用规范，超越学校官方政策。
- 政策模糊且执行不一，学生被迫私下用AI，存在行为与意愿的差距。
大学生在学术作业中越来越多地使用生成式AI，但现有机构制度尚未适应这一变化。通过对23名大学生的半结构化访谈，本研究探讨了影响学生使用AI的环境与社会因素。研究发现，截止日期、考试周期和评分机制等制度性压力促使学生即便认为AI损害学习，仍会使用。同辈微社区的社会影响建立了事实上的AI使用规范，超越正式政策。校园内普遍存在“AI羞耻感”，迫使使用行为转入地下。当前机构政策被普遍视为笼统、不一致且令人困惑，导致常规性不遵守。学生虽发展出基于价值的自我调控策略，但环境压力造成其意图与行为之间的落差。研究揭示学生使用AI是一种情境化实践，对高校、教师及系统设计者具有重要启示。
原文摘要 · Abstract (English)
Higher education students are increasingly using generative AI in their academic work. However, existing institutional practices have not yet adapted to this shift. Through semi-structured interviews with 23 college students, our study examines the environmental and social factors that influence students' use of AI. Findings show that institutional pressure factors like deadlines, exam cycles, and grading lead students to engage with AI even when they think it undermines their learning. Social influences, particularly peer micro-communities, establish de-facto AI norms regardless of official AI policies. Campus-wide ``AI shame'' is prevalent, often pushing AI use underground. Current institutional AI policies are perceived as generic, inconsistent, and confusing, resulting in routine noncompliance. Additionally, students develop value-based self-regulation strategies, but environmental pressures create a gap between students' intentions and their behaviors. Our findings show student AI use to be a situated practice, and we discuss implications for institutions, instructors, and system tool designers to effectively support student learning with AI.
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