计算机生成的量子信息科学教程反馈受学生重视，但无法复制课堂协作
Computer-generated QIS tutorial feedback is valued by students, but does not replicate in-class collaboration
浏览论文内容
中文总结 AI 辅助
研究测试计算机生成反馈的课外量子计算教程有效性，发现虽受学生重视，但单独设置时学生参与模式不同，讨论了对课程设计影响及未来研究方向，以解答教程为何有效的长期问题。
中文摘要 AI 辅助
物理教育研究（PER）一直证明小组教程在帮助学生发展概念理解和流畅性方面的有效性，但教师采用率受到资源限制。为了测试使用计算机生成反馈作为教师友好替代方案的课外教程的有效性，我们对量子计算课程的学生进行了有声思维访谈，这些学生被随机分配到传统的经过验证的小组、关于张量积的纸笔教程或其单独的计算机化改编版本。我们发现，虽然计算机生成的反馈被学生广泛认为有用，但在单独设置中，学生的参与模式明显不同，学生表现出不愿使用界面的内置帮助功能，并且倾向于以与我们形成性学习环境意图相悖的非生产性方式将失败内在化。我们讨论了对课程设计的影响以及未来研究的方向，这可能有助于回答PER中一个长期存在的问题，即为什么教程如此有效。
英文摘要
PER has consistently demonstrated the effectiveness of small-group tutorials in helping students develop conceptual understanding and fluency, but instructor uptake is limited by resource constraints. To test the effectiveness of out-of-class tutorials using computer-generated feedback as an instructor-friendly alternative, we conducted think-aloud interviews with students in a quantum computing course who were randomly assigned to either a traditional validated small-group, pencil-and-paper tutorial on tensor products, or a solo computerized adaptation thereof. We found that while the computer-generated feedback was broadly considered useful by students, student engagement patterns were markedly different in the solo setting, with students demonstrating reluctance to use the interface's built-in help features and tending to internalize failure in unproductive ways counter to our intention of a formative learning environment. We discuss implications for curriculum design and directions for future research that may help to answer the longstanding question in PER of why tutorials work so well.
