AI 中文总结
研究在人工智能辅助学习中对比体验式与教学式方法对元认知意识的影响，通过对126名大学生的准实验发现，干预后体验式方法在参与度和认知知识上占优，五周后两组趋同，体验式组在认知调节上有延迟增长，凸显其在人工智能辅助学习中的优势及时效差异。
AI 中文摘要
随着生成式人工智能进入课堂，哪种教学方法最能支持人工智能辅助学习中元认知技能的获取这一问题变得紧迫。在这项短期纵向研究中，我们调查了两种截然不同的方法：包括实践方法的体验式学习和如经典讲座的教学式学习。我们对126名来自一年级工程课程的大学生进行了准实验，他们被分配到两种条件下，以相应的学习方式完成了两小时关于使用生成式人工智能学习的课程。在课程前后测量了包括认知知识（理解有效的人工智能使用策略）和认知调节（在实践中应用该知识）的元认知意识。此外，在整个学期跟踪学生的纵向元认知意识，并在初始干预五周后再次评估。结果显示，干预后立即在参与度和认知知识方面，体验式方法优于教学式方法。到五周时，两组在这些指标上趋同，而体验式组在认知调节方面显示出延迟的、持续的组内增长，这在教学式组中未观察到。这表明体验式方法的好处超出传统教育环境，延伸到人工智能辅助学习，并且在体验式学习下，知识和调节可能在不同时间尺度上发展。
英文摘要
With generative AI (GenAI) entering classrooms the question to which teaching approach best supports metacognitive skill acquisition in AI-assisted learning becomes pressing. In this short-term longitudinal study we investigate two contrasting approaches: experiential learning encompassing hands-on approaches and instructional learning such as classical lectures. We conducted a quasi-experiment with 126 university students from a first-year engineering course which were distributed across the two conditions and completed a two hour session on learning with GenAI in the corresponding learning style. Metacognitive awareness which encompasses both knowledge of cognition (understanding effective AI-use strategies) and regulation of cognition (applying that knowledge in practice) was measured before and after the session. Additionally, students longitudinal metacognitive awareness was tracked over the trimester and assessed again five weeks after the initial intervention. Results reveal that experiential methods outperform instructional approaches in engagement and knowledge of cognition immediately after the intervention. By five weeks, the two groups converged on these measures, while the experiential group showed a delayed, continuous within-group increase in regulation of cognition that was not observed in the instructional group. This suggests that the benefits of experiential approaches extend beyond conventional educational settings to AI-assisted learning, and that knowledge and regulation may develop on different timescales under experiential learning.
