计算教育中学生对AI生成教学视频的感知与偏好
Student Perceptions and Preferences Regarding AI-Generated Instructional Videos in Computing Education
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中文总结 AI 辅助
本研究通过对170名计算专业学生的调查，探究其对Knowlify生成的Markdown教学AI视频的感知与偏好，发现学生认可视频质量但对其课堂广泛采用存顾虑，明确了AI视频的适用场景与潜在问题。
中文摘要 AI 辅助
学生对学习资源的参与偏好存在差异，部分学生倾向于文本材料，另一些则偏好视觉或基于视频的内容。生成式AI的最新进展使计算机科学教育研究聚焦于基于文本的AI工具开发学习资源，但AI视频模型的进步及AI视频生成工具的快速普及，让教师能够高效、低成本地创建高质量个性化教育视频。因此，了解学生对AI生成视频的感知，对帮助计算机科学教师明确何时及如何有针对性地使用这些视频至关重要。为填补这一空白，本研究开展了描述性后测调查，邀请美国两所院校的170名计算专业学生观看了3个由Knowlify生成的、时长3分钟的关于Markdown标记语言的AI视频，随后完成关于这些Markdown视频感知及对AI生成视频在教育中应用的更广泛看法的调查。学生对Markdown视频的质量、准确性和可用性评价较高，近一半学生无法判断这些视频是否由AI生成；同时，学生对AI视频在课堂中的广泛采用表现出有限的接受度，他们偏好将AI视频用于简单、补充性及可视化的使用场景，同时担忧内容质量低或不准确、教师互动减少以及教育价值降低等问题。
英文摘要
Students differ in how they prefer to engage with learning resources, with some favoring textual materials and others visual or video-based content. Recent advances in generative AI have led CS education research to focus on text-based AI tools for developing learning resources. However, advances in AI video models and the rapid proliferation of AI video generation tools have made it possible for instructors to create high-quality personalized educational videos efficiently and cost-effectively. Understanding students' perceptions of AI-generated videos is thus critical for helping CS instructors know when and how to use them purposefully. To address this gap, we conducted a descriptive post-test survey study in which 170 computing students at two U.S. institutions watched three 3-minute AI videos on the Markdown markup language created with Knowlify. Students then completed a survey about their perceptions of the Markdown videos and their broader views on the use of AI-generated videos in education. Students rated the Markdown videos as high-quality, accurate, and usable, with nearly half unable to determine whether the videos were AI-generated. At the same time, students expressed limited comfort with the widespread adoption of AI videos in the classroom. They preferred AI videos for simple, supplemental, and visual use cases, while expressing concerns about lower-quality or inaccurate content, reduced instructor interaction, and diminished educational value.
