制作还是使用：学生如何在自己制作和教师提供的作弊小抄之间做出选择
Make or Take: How Students Navigate Self-Created and Instructor-Provided Cheat Sheets
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中文总结 AI 辅助
研究学生在本科高年级软件需求课程中，在教师提供和自己制作的作弊小抄间如何选择及相关情况。通过纵向研究，依据三轮调查结果，确定影响选择因素，展现学生态度变化及偏好体现。
中文摘要 AI 辅助
考试中使用作弊小抄通常被视为减轻认知负担和提高学生成绩的一种方式。然而，对于学生如何在自己制作的和教师提供的作弊小抄之间做出选择，或者这些选择如何与他们更广泛的考试准备方法相关联，我们知之甚少。我们在一门本科高年级软件需求课程中进行了一项纵向研究，学生在期中考试和期末考试中可以使用教师提供的或自己制作的作弊小抄。在三轮调查中，我们分别收到了53份、50份和44份回复。41名学生完成了所有三轮调查，组成了纵向队列，用于研究选择和体验如何随时间演变，而针对特定考试的分析则使用了相应轮次的所有可用回复。我们的研究结果确定了影响学生选择的几个因素，包括对教师专业知识的信任、个性化的愿望和准备效率。我们还进一步展示了学生的态度如何随时间变化，以及他们的偏好如何在作弊小抄的使用模式、感知的内容覆盖范围和考试中遇到的挑战中得到体现。
英文摘要
The use of cheat sheets in exams is often framed as a way to reduce cognitive load and support student performance. However, little is known about how students choose between self-created and instructor-provided cheat sheets, or how these choices relate to their broader approaches to exam preparation. We conducted a longitudinal study in a senior-level undergraduate software requirements course, where students could use either an instructor-provided or a self-created cheat sheet for both the midterm and final exams. Across three survey waves, we received 53, 50, and 44 responses, respectively. 41 students completed all three surveys and formed the longitudinal cohort used to examine how choices and experiences evolved over time, while exam-specific analyses used all available responses from the corresponding wave. Our findings identify several considerations that shaped students' choices, including trust in instructor expertise, the desire for personalization, and preparation efficiency. We further show how students' attitudes shifted over time and how their preferences were reflected in patterns of cheat sheet use, perceived content coverage, and challenges encountered during the exams.
