AgentPeerTalk：通过智能体AI驱动的校园同伴互动中欺凌与玩笑辨别来赋能学生
AgentPeerTalk: Empowering Students through Agentic-AI-Driven Discernment of Bullying and Joking in Peer Interactions in Schools
AI总结：
本研究评估三款LLM辨别校园欺凌与玩笑的能力，发现采用智能体方法后ChatGPT-4的情境准确性最佳，可为学生提供实时支持。
摘要：
有效且及时地应对校园欺凌对学生的心理健康至关重要。本研究考察了大型语言模型（LLM）通过辨别校园同伴互动中的欺凌与玩笑来赋能学生的潜力。我们采用了ChatGPT-4、Gemini 1.5 Pro和Claude 3 Opus，并通过人工评审评估其有效性。结果显示，并非所有LLM都适合智能体方法，其中ChatGPT-4表现出最大前景。我们观察到LLM输出存在差异，这可能受到政治上的过度正确、上下文窗口限制以及训练数据中既有偏见的影响。在实施智能体方法后，ChatGPT-4在情境特定准确性方面表现优异，凸显了其为弱势学生提供持续、实时支持的潜力。本研究强调了在教育环境中使用智能体AI的重大社会影响，为减少欺凌的负面后果并增进学生福祉提供了新途径。
英文摘要：
Addressing school bullying effectively and promptly is crucial for the mental health of students. This study examined the potential of large language models (LLMs) to empower students by discerning between bullying and joking in school peer interactions. We employed ChatGPT-4, Gemini 1.5 Pro, and Claude 3 Opus, evaluating their effectiveness through human review. Our results revealed that not all LLMs were suitable for an agentic approach, with ChatGPT-4 showing the most promise. We observed variations in LLM outputs, possibly influenced by political overcorrectness, context window limitations, and pre-existing bias in their training data. ChatGPT-4 excelled in context-specific accuracy after implementing the agentic approach, highlighting its potential to provide continuous, real-time support to vulnerable students. This study underlines the significant social impact of using agentic AI in educational settings, offering a new avenue for reducing the negative consequences of bullying and enhancing student well-being.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
