超越聊天机器人：通过双角色生成式AI助手实现共学与共教
Beyond the Chatbot: Co-Learning and Co-Teaching through a Dual-Persona Generative-AI Assistant
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- International Hellenic University（国际希腊大学）
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中文总结 AI 辅助
该研究开发一款适配希腊教育领域的双角色生成式AI助手，可切换教学/学习角色，支持师生共学共教，构建了连接技术与课程的教学生成助手框架。
中文摘要 AI 辅助
本文介绍一款为中学师生开发的生成式AI应用，该系统采用Gemini、DeepSeek两个大语言模型（LLM）及Gemma小语言模型（SLM），集成于检索增强生成（RAG）框架内，构建了符合教育学原理的希腊语助手，可根据用户角色调整推理与沟通风格。与传统聊天机器人不同，该助手引入了教学角色切换机制，即双角色机制，使同一AI模型既能充当教学伙伴，又能作为学习引导者。采用适配希腊教育领域的RAG范式，架构将官方教材分割为连贯单元，这些单元经特定元数据丰富后，保留课程结构与教学语境，展现生成式AI如何优化现代教学设计。初始案例研究聚焦希腊初中家政学，这一跨学科主题融合经济学、健康教育与社会责任元素。该助手以互补方式支持学习者与教育者：未来课堂应用中，学生可借助它厘清金融素养、资源管理、健康生活等核心概念，教师则可用其设计符合官方课程的真实教学材料、形成性评估及课堂活动。本研究将该概念提升至超越简单聊天机器人的层面，提出一种结构化、语境自适应的教学生成助手框架，有效连接技术、课程与人类学习。
英文摘要
In this paper we present a generative AI application developed to support both teachers and students in secondary education. The system employs two Large Language Models-LLMs, Gemini and DeepSeek, and a Small Language Model-SLM, Gemma, integrated within a Retrieval Augmented Generation - RAG framework, creating a pedagogically grounded, Greek-language assistant capable of adapting its reasoning and communication style to the user role. Unlike conventional chatbots, the assistant introduces pedagogical persona switching, a dual-role mechanism that enables the same AI model to act as both a teaching companion and a learning guide. Utilizing a RAG paradigm tailored to the Greek educational domain, the architecture segments official textbooks into coherent units. Enriched with specific metadata, these units preserve curricular structure and instructional context, demonstrating how generative AI optimizes modern instructional design. The initial case study focuses on home economics in Greek lower secondary education, a cross-disciplinary subject that integrates elements of economics, health education, and social responsibility. The assistant has been developed to support both learners and educators in complementary ways. In future classroom implementations, students will be able to use it to clarify key concepts such as financial literacy, resource management, and healthy living, while teachers could employ it to design authentic instructional materials, formative assessments, and classroom activities aligned with the official curriculum. The study elevates the concept beyond a simple chatbot, proposing a structured, contextually adaptive framework for pedagogical generative assistants that effectively bridge technology, curriculum, and human learning.
