关于在教学控制和课程约束下的AI导师在软件工程教育中的经验报告
An Experience Report on a Pedagogically Controlled, Curriculum-Constrained AI Tutor for SE Education
AI总结：
本文介绍了一种基于AI的导师系统，旨在通过结构化提示和语义标记知识库，为中学生提供个性化、课程约束的编程学习支持，并通过试点评估验证其在降低认知负荷和补充课堂教学中的潜力。
摘要：
人工智能（AI）在教育中的整合仍不断引发希望与怀疑。尽管以往的技术乐观主义往往未能达到预期，但近年来大型语言模型（LLMs）的进展重新唤起了规模化、个性化辅导的愿景。本文介绍了RockStartIT Tutor的设计和试点评估，这是一个为RockStartIT项目中的数字编程和计算思维课程开发的AI辅助工具。该导师通过OpenAI的Assistant API使用GPT-4，采用新颖的提示策略和模块化、语义标记的知识库，为中学生提供情境感知、个性化和课程约束的支持。我们使用技术接受模型（TAM）对13名学生和教师进行了评估。学习者欣赏在低压力环境下提问和获得支架式指导的机会。教育者强调该系统有潜力在独立任务中减少认知负荷，并补充课堂教学。关键挑战包括原型限制、样本量小以及需要与目标年龄组进行长期研究。我们的发现突显了AI整合的一种务实方法，无需模型训练，通过结构和提示来塑造行为。我们将AI导师定位为教师替代品，而是作为扩展反馈访问、促进探究和支持学校最佳实践的工具：帮助学生学习。
英文摘要：
The integration of artificial intelligence (AI) into education continues to evoke both promise and skepticism. While past waves of technological optimism often fell short, recent advances in large language models (LLMs) have revived the vision of scalable, individualized tutoring. This paper presents the design and pilot evaluation of RockStartIT Tutor, an AI-powered assistant developed for a digital programming and computational thinking course within the RockStartIT initiative. Powered by GPT-4 via OpenAI's Assistant API, the tutor employs a novel prompting strategy and a modular, semantically tagged knowledge base to deliver context-aware, personalized, and curriculum-constrained support for secondary school students. We evaluated the system using the Technology Acceptance Model (TAM) with 13 students and teachers. Learners appreciated the low-stakes environment for asking questions and receiving scaffolded guidance. Educators emphasized the system's potential to reduce cognitive load during independent tasks and complement classroom teaching. Key challenges include prototype limitations, a small sample size, and the need for long-term studies with the target age group. Our findings highlight a pragmatic approach to AI integration that requires no model training, using structure and prompts to shape behavior. We position AI tutors not as teacher replacements but as enabling tools that extend feedback access, foster inquiry, and support what schools do best: help students learn.
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。
