探索教师使用对话式AI代理进行小组协作的视角
Exploring Teachers' Perspectives on Using Conversational AI Agents for Group Collaboration
- Massachusetts Institute of Technology（麻省理工学院）
- Instituto Politécnico de Bragança（布拉干萨理工学院）
机构由 AI 辅助整理，请以论文原文为准。
AI总结：
研究探讨教师如何感知对话式AI代理对小组协作的影响，揭示设计中的核心矛盾及教学应用考量。
AI中文摘要：
协作是21世纪学习的核心，但教师仍面临支持有效同伴互动的挑战。新兴生成式AI工具为协作支架提供了新可能，但其在面对面小组工作中的作用仍待探索，尤其从教育者的视角。本文基于对33名K12教师的探索性定性研究，分析教师对Phoenix对话代理行为的看法、其对小组动态的影响及课堂潜力。尽管许多教师赞赏Phoenix激发参与的能力，但也表达了关于自主性、信任、拟人化和教学契合度的担忧。研究为教师对AI的认知模型提供了实证见解，揭示了核心设计矛盾，并概述了支持有意义协作学习的小组面向AI代理的考虑因素。
英文摘要：
Collaboration is a cornerstone of 21st-century learning, yet teachers continue to face challenges in supporting productive peer interaction. Emerging generative AI tools offer new possibilities for scaffolding collaboration, but their role in mediating in-person group work remains underexplored, especially from the perspective of educators. This paper presents findings from an exploratory qualitative study with 33 K12 teachers who interacted with Phoenix, a voice-based conversational agent designed to function as a near-peer in face-to-face group collaboration. Drawing on playtesting sessions, surveys, and focus groups, we examine how teachers perceived the agent's behavior, its influence on group dynamics, and its classroom potential. While many appreciated Phoenix's capacity to stimulate engagement, they also expressed concerns around autonomy, trust, anthropomorphism, and pedagogical alignment. We contribute empirical insights into teachers' mental models of AI, reveal core design tensions, and outline considerations for group-facing AI agents that support meaningful, collaborative learning.
