长期使用AI让学生更看重人类智能，而非依赖机器。
Evidence of a Cognitive Shift in AI Education: How Students Are Rethinking Human Intelligence?
- 追踪2020-2026年471名学生在AI课程中的认知变化
- 2026年技术课中人类智能偏好达65%，设计课达90%
- 揭示从依赖AI到重估人类智能的思维转变趋势
人们对智能的认知影响其对人工智能（AI）系统的评价与依赖程度。尽管AI能力快速提升，但长期使用这些工具对学生如何看待人类智能（HI）相对于AI的影响仍缺乏研究。本文基于2020至2026年在计算机科学本科与硕士课程中的课堂调查数据，分析471名学生在技术类（如机器学习、深度图学习）与设计类（如面向AI的设计思维）课程中的表现。结果显示四个阶段：热潮、不信任、信任、依赖。2024年起，所有硕士班均出现对人类智能的偏好回升。至2026年，技术课程中人类智能偏好达65%（较2025年上升12个百分点），设计类课程达90%（上升36个百分点）。这表明随着AI成为常规工具，人们对人类智能的重新评估正在发生，对学习者自主性与认识论能动性具有深远影响。
原文摘要 · Abstract (English)
Perceptions of intelligence shape how learners evaluate and rely on artificial intelligence (AI) systems. Despite rapid advances in AI capabilities, the impact of sustained exposure to these tools on students' valuation of human intelligence (HI) relative to AI remains underexplored. This paper presents a longitudinal analysis of classroom poll responses collected between 2020 and 2026 in AI-focused undergraduate and MSc courses in computer science. Data from 471 students across technical courses (such as Machine Learning and Deep Graph Learning) and design-oriented courses (such as Design Thinking for AI) reveal four recurring phases: hype, distrust, trust, and dependency. While early responses in 2020 slightly favored AI, a consistent shift toward HI emerged from 2024 onward across all MSc cohorts. By 2026, preference for HI reached 65 percent in a technical course (a 12 percentage-point increase from 2025) and 90 percent in a design-oriented course (a 36 percentage-point increase). These findings suggest a gradual reappraisal of human intelligence as AI becomes a routine tool, with implications for learner autonomy and epistemic agency. We conclude by reflecting on this cognitive shift from favoring artificial intelligence toward prioritizing human intelligence.
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