生成式AI智能体与支架对提升学生视觉学习分析理解能力的影响
The Effects of Generative AI Agents and Scaffolding on Enhancing Students' Comprehension of Visual Learning Analytics
AI总结：
本研究通过117名学生的随机对照试验，发现结合支架问题的主动生成式AI智能体比被动智能体和独立支架更能显著且持久地提升学生对视觉学习分析的理解能力。
摘要：
视觉学习分析（VLA）正越来越多地被应用于教育技术和学习分析仪表板中，以向学生和教育者传达关键洞察。然而，许多学生由于数据可视化素养有限，在理解复杂的VLA时遇到困难。虽然数据叙事等传统支架方法已被证明能有效提升学生对VLA的理解，但这些方法难以规模化并适应个体学习需求。生成式AI（GenAI）技术，尤其是对话式智能体，通过提供个性化和动态支持，为增强学生对VLA的理解提供了潜在的解决方案。本研究考察了GenAI智能体——特别是与支架技术相结合时——在提升学生VLA理解能力方面的有效性。研究对117名高等教育学生进行了一项随机对照试验，在VLA理解任务中比较了两种GenAI智能体——响应学生提问的被动智能体和利用支架问题的主动智能体——与独立支架的效果。结果表明，被动智能体在干预期间和干预之后均能带来与独立支架相当的提升。值得注意的是，主动GenAI智能体相比被动智能体和独立支架均显著增强了学生的VLA理解能力，且这些益处持续到干预之后。这些发现表明，将GenAI智能体与支架相结合可以对学生理解能力产生持久的积极影响，并支持真正的学习。
英文摘要：
Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students' comprehension of VLA, these approaches remain difficult to scale and adapt to individual learning needs. Generative AI (GenAI) technologies, especially conversational agents, offer potential solutions by providing personalised and dynamic support to enhance students' comprehension of VLA. This study investigates the effectiveness of GenAI agents, particularly when integrated with scaffolding techniques, in improving students' comprehension of VLA. A randomised controlled trial was conducted with 117 higher education students to compare the effects of two types of GenAI agents: passive agents, which respond to student queries, and proactive agents, which utilise scaffolding questions, against standalone scaffolding in a VLA comprehension task. The results show that passive agents yield comparable improvements to standalone scaffolding both during and after the intervention. Notably, proactive GenAI agents significantly enhance students' VLA comprehension compared to both passive agents and standalone scaffolding, with these benefits persisting beyond the intervention. These findings suggest that integrating GenAI agents with scaffolding can have lasting positive effects on students' comprehension skills and support genuine learning.
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。
