借助生成式AI构建元认知：探索支持大学ADHD学生任务管理的设计机会
Scaffolding Metacognition with GenAI: Exploring Design Opportunities to Support Task Management for University Students with ADHD
AI总结：
本文探讨生成式AI如何通过认知支架、反思性任务执行和情绪调节支持ADHD学生提升元认知能力与任务管理。
摘要：
对于正过渡到独立和灵活生活方式的大学学生来说，患有ADHD会带来多方面的学术任务管理挑战，这些挑战与他们的元认知困难密切相关——即对自己思维过程的意识和调节能力不足。近年来兴起的生成式AI显示了通过其先进的信息理解和生成能力来弥补这些差距的潜力。作为探索性步骤，我们与20名被诊断为ADHD的大学学生进行了协作设计会议，随后对五名专门从事ADHD干预的专家进行了访谈。从元认知的角度出发，我们考察了参与者对基于生成式AI的任务管理支持的看法以及专家的评估，从而得出三个设计方向：提供认知支架以增强任务和自我意识、促进反思性任务执行以建立元认知能力、以及促进情绪调节以维持任务参与。基于这些发现，我们讨论了生成式AI支持神经多样性群体元认知需求的机会，为未来的研究和实践提供方向。
英文摘要：
For university students transitioning to an independent and flexible lifestyle, having ADHD poses multiple challenges to their academic task management, which are closely tied to their metacognitive struggles--difficulties in awareness and regulation of one's own thinking processes. The recently surged Generative AI shows promise to mitigate these gaps with its advanced information understanding and generation capabilities. As an exploratory step, we conducted co-design sessions with 20 university students diagnosed with ADHD, followed by interviews with five experts specialized in ADHD intervention. Adopting a metacognitive lens, we examined participants' ideas on GenAI-based task management support and experts' assessments, which led to three design directions: providing cognitive scaffolding to enhance task and self-awareness, promoting reflective task execution for building metacognitive abilities, and facilitating emotional regulation to sustain task engagement. Drawing on these findings, we discuss opportunities for GenAI to support the metacognitive needs of neurodivergent populations, offering future directions for both research and practice.
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。
