| 1,539 | 1 | 127 |
| 下载次数 | 被引频次 | 阅读次数 |
生成式AI的出现加速了大规模个性化学习的进展。依据共轭效应系统分析生成式AI如何赋能个性化学习,探究了学习材料、学习策略、学习路径、学习环境等各要素在生成式AI的助推下相互作用、动态平衡的内在机理。生成式AI助推个性化学习体现在辅助生成学习材料、辅助优化学习策略、规划个性化学习路径、营造高效学习环境四个方面。随着生成式AI的迭代升级及深度应用,未来需要进一步优化机器算法与模型,提高生成学习材料的质量;着眼学生能力发展,构建以能力为主导的个性化学习框架;优化AI+职业咨询和心理支持服务,推动个性化学习服务升级;加强人机深度协作,构建人机和谐的个性化学习环境。
Abstract:The emergence of generative AI has significantly accelerated the development of large-scale personalized learning. By leveraging the concept of synergy, we can systematically analyze how generative AI empowers personalized learning, delving into the dynamic interactions and balance among key elements such as learning materials, learning strategies, learning paths, and learning environments. Generative AI plays a pivotal role in this process by facilitating the creation of learning materials, optimizing learning strategies, designing personalized learning paths, and fostering efficient learning environments. As generative AI continues to evolve and its applications deepen, there is a need to further refine algorithms and models to enhance the quality of generated learning materials. This focus should be on developing a capability-driven personalized learning framework that emphasizes student growth. Additionally, optimizing AI-integrated career counseling and psychological support services will further elevate personalized learning services. In this context, enhancing human-machine collaboration to create a harmonious personalized learning environment will bring about revolutionary changes in the educational field.
[1]Shemshack A,Kinshuk,Spector J M.A Comprehensive Analysis of Personalized Learning Components[J].Journal of Computers in Education,2021,8(04):485-503.
[2]Koedinger K R,Brunskill E,Baker R S J,et al.New Potentials for Data-driven Intelligent Tutoring System Development and Optimization[J].AI Magazine,2013,34(03):27-41.
[3]Anderson J R,Skwarecki E.The Automated Tutoring of Introductory Computer Programming[J].Communications of the ACM,1986,29(09):842-849.
[4]涂宝军,丁三青.场域、动力、价值:高校与城市的共轭关系研究[J].国家教育行政学院学报,2021(04):57-65.
[5][6]刘林,郭莉,李建波,等.高等教育和人才集聚投入对区域经济增长的共轭驱动研究——以江苏、浙江两省为例[J].经济地理,2013,33(11):15-20.
[7]郭莉.当代中国大学学术权力与行政权力的共轭机理研究[D].徐州:中国矿业大学,2013:55.
[8]张继林.共轭动力系统分析及其在高等教育专业结构管理中的应用[D].天津:天津大学,2008:46.
[9]Bezirhan U,Von Davier M.Automated Reading Passage Generation with OpenAI's large Language Model[J].Computers and Education:Artificial Intelligence,2023,5:100161.
[10]Barria-Pineda J,Narayanan A B L,Brusilovsky P.Augmenting Digital Textbooks with Reusable Smart Learning Content:Solutions and Challenges[C]//iTextbooks@ AIED,2022:77-91.
[11]Sovrano F,Ashley K,Bacchelli A.Toward Eliminating Hallucinations:Gpt-based Explanatory ai for Intelligent Textbooks and Documentation[C]//CEUR Workshop Proceedings.CEUR-WS,2023 (3444):54-65.
[12]Mayer R E.Learning Strategies:An Overview[J].Learning and Study Strategies,1988:11-22.
[13]Abdelghani R,Wang Y H,Yuan X,et al.GPT-3-driven Pedagogical Agents to Train Children'S Curious Question-asking Skills[J].International Journal of Artificial Intelligence in Education,2024,34(02):483-518.
[14]Pankiewicz M,Baker R S.Large Language Models (GPT) for Automating Feedback on Programming Assignments[J].ArXiv Preprint,2023:2307.00150.
[15]Raffel C,Shazeer N,Roberts A,et al.Exploring the Limits of Transfer Learning with a Unified Text-to-text Transformer[J].Journal of Machine Learning Research,2020,21(140):1-67.
[16]Thakkar S R,Joshi H D.E-learning Systems:A Review[C]//2015 IEEE Seventh International Conference on Technology for Education (T4E).IEEE,2015:37-40.
[17][28]Kochmar E,Vu D D,Belfer R,et al.Automated Data-driven Generation of Personalized Pedagogical Interventions in Intelligent Tutoring Systems[J].International Journal of Artificial Intelligence in Education,2022,32(02):323-349.
[18]Marsh T,Xue C,Nickole L Z,et al.Fun and Learning:the Power of Narrative[C]//Proceedings of the 6th International Conference on Foundations of Digital Games,2011:23-29.
[19]Diwan C,Srinivasa S,Suri G,et al.AI-based Learning content Generation and Learning Pathway Augmentation to Increase Learner Engagement[J].Computers and Education:Artificial Intelligence,2023,4:100110.
[20]Koper R.Conditions for Effective Smart Learning Environments[J].Smart Learning Environments,2014,1(01):5.
[21]Merrill M D.First Principles of Instruction[J].Educational Technology Research and Development,2002,50:43-59.
[22]Spector J M.Conceptualizing the Emerging Field of Smart learning Environments[J].Smart Learning Environments,2014,1(01):2.
[23]Sridhar P,Doyle A,Agarwal A,et al.Harnessing LLMs in Curricular Design:Using GPT-4 to Support Authoring of Learning Objectives[J].ArXiv Preprint,2023:2306.17459.
[24]Küchemann S,Steinert S,Revenga N,et al.Physics Task Development of Prospective Physics Teachers Using ChatGPT[J].ArXiv Preprint,2023:2304.10014.
[25]Bran A M,Cox S,Schilter O,et al.Augmenting Large Language Models with Chemistry Tools[J].Nature Machine Intelligence,2024,6(05):525-535.
[26]Kasneci E,Sessler K,Küchemann S,et al.ChatGPT for good?On Opportunities and Challenges of Large Language models for Education[J].Learning and Individual Differences,2023,103:102274.
[27]Phung T,Cambronero J,Gulwani S,et al.Generating High-precision Feedback for Programming Syntax Errors Using Large Language Models[J].ArXiv Preprint,2023:2302.04662.
[29]Castelli M,Manzoni L.Special Issue:Generative Models in Artificial Intelligence and Their Applications[J].Applied Sciences,2022,12(09):4127.
[30]Huang X Y,Zou D,Cheng G,et al.Trends,Research Issues and Applications of Artificial Intelligence in Language Education[J].Educational Technology & Society,2023,26(01):112-131.
[31]Zhao W X,Zhou K,Li J Y,et al.A Survey of Large Language models[J].ArXiv Preprint 2023,1(02):2303.18223.
[32]Wardat Y,Tashtoush M A,AlAli R,et al.ChatGPT:A Revolutionary Tool for Teaching and Learning Mathematics[J].Eurasia Journal of Mathematics,Science and Technology Education,2023,19(07):2286.
[33][37]Frieder S,Pinchetti L,Griffiths R R,et al.Mathematical Capabilities of Chatgpt [C]//Advances In Neural Information Processing Systems 36(NeurIPS),2023:1-36.
[34]Lin J H,Han Z F,Thomas D R,et al.How Can I Get It Right?Using Gpt to Rephrase Incorrect Trainee Responses[J].International Journal of Artificial Intelligence in Education,2024:1-27.
[35]Wang B X,Chen W X,Pei H Z,et al.DecodingTrust:A Comprehensive Assessment of Trustworthiness in GPT Models[C]//Advances in Neural Information Processing Systems 36(NeurIPS),2023:61-75.
[36]McIntosh T R,Liu T,Susnjak T,et al.A Reasoning and Value Alignment Test to Assess Advanced Gpt Reasoning[J].ACM Transactions on Interactive Intelligent Systems,2024,14(03):1-37.
[38]Ausat A M A,Massang B,Efendi M,et al.Can Chat GPT Replace the Role of the Teacher in the Classroom:A Fundamental Analysis[J].Journal on Education,2023,5(04):16100-16106.
[39]张进良,杨苗,谈桂芬.智能技术赋能基础教育评价改革的实然困境与路径选择[J].中国远程教育,2023,43(02):18-27.
[40]Huang R H,Liu M R,Liu J H,et al.The "Why" and "What" of Smart Education——Analysis on the Performative and Constructive Features of Education in the Age of Intelligence[J].E-Education Research,2023,44(01):5-12.
[41]Zhu Z T,Dai L.Digital Transformation of Education Driven by Design Wisdom:The Goal Orientation,Guiding Principles and Practical Approaches[J].Journal of East China Normal University (Educational Sciences),2023,41(03):12-24.
基本信息:
DOI:10.13236/j.cnki.jshe.2025.12.008
中图分类号:G434
引用信息:
[1]蒋晨程,魏雨昂,吴丽朦.以生成式AI赋能个性化学习:机理、变革与趋势[J].江苏高教,2025,No.298(12):61-68.DOI:10.13236/j.cnki.jshe.2025.12.008.
基金信息:
国家自然科学基金面上项目“对话式导学中面向知识建构的有效对话生成机制研究”(62477012)