摘要
教育人工智能的技术革新与教育现代化的发展诉求孕育了AI教师主讲课堂,而学习动机增强效应是衡量此课堂教学成效的重要标准。基于此,文章依托ARCS(Attention,Relevance,Confidence,Satisfaction)动机模型,开展了AI课堂与传统课堂学习动机效应的对比实验:一方面,通过量表数据的描述性统计分析、独立样本t检验,探究了AI课堂与传统课堂的学习动机效应差异;另一方面,通过访谈文本编码分析,剖析了AI课堂学习动机增强效应的成因,结果发现:相比传统课堂,AI课堂的学习动机效应高于传统课堂,且AI课堂的满意度很高;AI课堂中小组合作和AI教师的外形、动作、表情、声音等属性,影响学习动机增强效应的发挥。据此,文章从注意、相关、自信和满意四维度提出发挥AI课堂学习动机增强效应的有效策略,以期增强学生的学习动机,进一步提升AI全科教师主讲课堂的教学成效。
The technological innovation of educational artificial intelligence(AI)and the development demands of educational modernization has given birth to the AI teacher-led instruction(AITLI)classroom,and the enhancement effect of learning motivation is an important standard to measure the teaching effectiveness of this classroom.Based on this,relied on the ARCS(attention,relevance,confidence,satisfaction)motivation model,this paper carried out a comparative experiment on the learning motivation effectiveness between AITLI classroom and human teacher-led instruction(HMTLI)classroom.On the one hand,this paper explored the differences in learning motivation effectiveness between AITLI classroom and HMTLI classroom through descriptive statistical analysis of scale data and independent sample test.On the other hand,through the interview text coding analysis,the causes of the enhancement effect of learning motivation in AITLI classroom were analyzed.The results showed that compared with the HMTLI classroom,the learning motivation effect of AITLI classroom was more prominent than that of HMTLI classroom,and the satisfaction of AITLI classroom was high.Group cooperation in AITLI classroom,and AI teachers’appearance,movement,expression,voice and other attributes affected the enhancement effect of learning motivation.Therefore,effective strategies to exert the enhancement effect of learning motivation in AITLI classroom were proposed from four dimensions of attention,relevance,confidence and satisfaction,aiming to promote students’learning motivation and further improve the teaching effectiveness in AITLI classroom.
作者
曾淑真
王苗
林泳岑
任松
黄甫全
ZENG Shu-Zhen;WANG Miao;LIN Yong-Cen;REN Song;HUANG Fu-Quan(Tao Yuan Primary School,Shenzhen,Guangdong,China 518000;School of Education,South China Normal University,Guangzhou,Guangdong,China 510631;The Kindergarten of GFPPCO,Guangzhou,Guangdong,China 510000;School of Fundamental Education,South China Normal University,Shanwei,Guangdong,China 516625;The Lab for Neuroscience and Artificial Intelligence in Moral Learning,South China Normal University,Guangzhou,Guangdong,China 510631)
出处
《现代教育技术》
2024年第9期80-90,共11页
Modern Educational Technology
基金
广东省哲学社会科学规划2022年度一般项目“新唯物主义智能化学习技术代理主体论”(项目编号:GD22CJY13)的阶段性研究成果。
