情境化实践系统：一种用于支持创新工作中调节技能指导与练习的计算系统
Situated Practice Systems: A Computational System for Supporting the Coaching and Practice of Regulation Skills for Innovation Work
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中文总结 AI 辅助
该研究提出情境化实践系统（SPS），含CAP笔记工具与实践智能体，经3周实地研究验证，可助力指导者识别学生调节缺口、学生采用有效实践，支撑创新工作相关技能发展。
中文摘要 AI 辅助
学生越来越需要为开放式创新工作做好准备，这类工作要求具备成熟的认知、元认知和情绪调节技能。高校学习环境提供了解决现实世界问题的机会，比如在设计和工程领域，但学生往往没有意识到自己低效的工作实践和反复出现的调节挑战，且可能难以改进。专家指导有所帮助，但仅通过工作制品几乎无法察觉学生的实践和调节行为，若没有计算支持，这些行为也难以诊断和追踪。我们引入情境化实践系统（Situated Practice Systems，SPS），该系统提供：（1）交互式情境-评估-计划（Interactive Context-Assessment-Plan，CAP）笔记工具，用于支持指导者理解和建模学生受调节驱动的实践；（2）实践智能体（Practice Agents），帮助学生发展更有效的实践。SPS用实践对象（Practice Objects）以计算方式表示实践和调节行为，并用实践脚本（Practice Scripts）在相关情境中自动向学生呈现建议的实践。在为期3周的形成性实地研究中，SPS帮助指导者识别反复出现的调节缺口并提供定制化实践，还指导学生在个人及与他人协作时采用更有效的工作方式。我们展示了如何设计计算机支持的协同工作（CSCW）系统和学习环境，以支持学生工作实践与调节技能的发展，使他们能够主导创新工作。
英文摘要
Students are increasingly expected to prepare for open-ended innovation work, which requires well-developed cognitive, metacognitive, and emotional regulation skills. College learning environments offer opportunities to work on real-world problems--such as in design and engineering--but students often remain unaware of their ineffective work practices and recurring regulation challenges, and may struggle to improve. Coaching from experts can help, but students' practices and regulation behaviors are largely invisible from work artifacts alone and are difficult to diagnose and track without computational support. We introduce Situated Practice Systems (SPS), which provide: (1) an Interactive Context-Assessment-Plan (CAP) Notes tool to support coaches' understanding and modeling students' regulation-informed practices, and (2) Practice Agents that help students develop more effective practices. SPS uses Practice Objects to represent practices and regulation behaviors computationally, and Practice Scripts to automatically present suggested practices to students in relevant situations. In a formative 3-week field study, SPS helped coaches identify recurring regulation gaps and provide tailored practices. SPS also guided students in adopting more effective ways of working on their own and with others. We demonstrate how CSCW systems and learning environments can be designed to support the development of students' work practices and regulation skills, enabling them to lead innovation work.
