分析7.7万学生使用AI助教的实测数据，揭示使用差异。
Using AI-based Learning Assistants in Higher Education: A Large-Scale Descriptive Analysis
- 基于7.7万学生日志数据，分析真实使用行为。
- 发现不同性别、年龄、专业学生的使用模式显著不同。
- 为高校AI助教设计提供大规模实证依据，适合教育技术研究者。
本研究基于77,543名远程学习学生的客观日志数据，对高等教育中AI学习助教Syntea的使用情况进行大规模描述性分析。现有教育聊天机器人研究多依赖小样本和自报问卷，缺乏真实行为的大规模证据。结果表明，Syntea已嵌入众多学习者的日常学习流程，但其使用模式在性别、年龄组、专业方向、学位类型和学习方式间存在显著差异。该研究为未来AI学习支持系统的优化提供了实证基础，并首次在高等教育领域完成对教育聊天机器人使用行为的大规模分析。
原文摘要 · Abstract (English)
In this study, we present a large-scale descriptive analysis of the use of an AI-based learning assistant (Syntea) in higher education. Based on objective log data from 77,543 students enrolled in distance studies, we examine usage patterns across gender, age group, study cluster, degree, and study mode. To date, existing research on educational chatbots has largely relied on comparatively small samples and self-reported survey data, while large-scale evidence on actual usage behavior remains limited. Our findings show that Syntea is already embedded in the study routines of many learners, but that usage differs across demographic and structural contexts. By identifying these patterns, our study provides an empirical basis for the further development of AI-based learning support and contributes a large-scale analysis of educational chatbot usage in higher education.
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