打破壁垒还是建立依赖？探索融入AI的课堂辩论中的Team-LLM协作
Breaking Barriers or Building Dependency? Exploring Team-LLM Collaboration in AI-infused Classroom Debate
AI总结：
本研究探索了基于LLM的AI整合到实时课堂辩论中的效果，发现其能减少社交焦虑并提供脚手架，但也带来信息过载和认知依赖风险，为未来HCI设计提供了启示。
摘要：
课堂辩论是一种独特的协作学习形式，具有快节奏、高强度的互动特点，能够培养批判性思维和团队合作。尽管辩论的重要性已获认可，但AI工具（特别是基于LLM的系统）在支持这种动态学习环境中的作用在人机交互（HCI）领域仍未被充分探索。本研究通过调查将基于LLM的AI整合到实时课堂辩论中来把握这一机遇。在四周时间里，一门Design History课程的22名学生参加了三轮辩论，并获得了ChatGPT的支持。研究结果揭示了学习者如何提示AI提供见解、协作处理其输出，并在团队-AI互动中分工。研究还揭示了使用AI的关键优势：减少社交焦虑、打破沟通障碍、为新手提供脚手架；同时也指出了相关风险，如信息过载和认知依赖，这可能限制学习者的自主性。我们进而讨论了对未来HCI探索的一系列细致启示。
英文摘要：
Classroom debates are a unique form of collaborative learning characterized by fast-paced, high-intensity interactions that foster critical thinking and teamwork. Despite the recognized importance of debates, the role of AI tools, particularly LLM-based systems, in supporting this dynamic learning environment has been under-explored in HCI. This study addresses this opportunity by investigating the integration of LLM-based AI into real-time classroom debates. Over four weeks, 22 students in a Design History course participated in three rounds of debates with support from ChatGPT. The findings reveal how learners prompted the AI to offer insights, collaboratively processed its outputs, and divided labor in team-AI interactions. The study also surfaces key advantages of AI usage, reducing social anxiety, breaking communication barriers, and providing scaffolding for novices, alongside risks, such as information overload and cognitive dependency, which could limit learners' autonomy. We thereby discuss a set of nuanced implications for future HCI exploration.
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。
