AI 中文总结
本研究通过引导探究活动让学生共同设计生成式AI课程政策，明确了学生在政策中优先考虑的因素，揭示了政策设计过程的价值，为教育场景中GenAI治理提供了教学见解。
AI 中文摘要
随着学生中生成式AI（GenAI）的使用日益增多，教育工作者面临着如何在支持学习的同时解决伦理与机构层面问题的日益严峻的疑问。本探索性研究考察了一项引导探究活动，学生在该活动中共同设计了一项GenAI课程政策。学生首先制定了关于GenAI恰当且伦理使用的个人政策提案，随后通过纳入不同利益相关者的观点对这些提案进行了协作完善。本研究由以下两个研究问题指导：1）学生在其GenAI使用政策中优先考虑哪些实际因素，以及他们如何为这些选择辩护？2）参与者如何反思政策设计过程？参与者首先完成了阅读任务，然后使用GenAI对初始政策构想进行头脑风暴。接下来，他们通过书面作业和自己设计的课程政策阐明了自身观点。最后，他们通过与同伴协作制定集体政策，纳入了不同利益相关者的观点。对学生作品和小组讨论的分析显示，参与者优先考虑学生和教师的培训、披露AI使用的标准化程序以及更有力的机构支持。参与者还希望更多参与与GenAI相关的决策。他们将政策设计过程描述为一种接触多种观点以及治理AI使用所涉及的固有权衡的方式。本研究提供了教学层面的见解，说明政策共同设计活动如何展现学生在教育环境中关于GenAI的价值观、关切和意义建构。
英文摘要
As generative AI (GenAI) use among students increases, educators face growing questions about how to support learning while addressing ethical and institutional concerns. This exploratory study examines a guided inquiry activity in which students co-designed a GenAI course policy. Students first developed individual policy proposals focused on appropriate and ethical use of GenAI, then collaboratively refined them by incorporating diverse stakeholder perspectives. The following research questions guided the study: 1) what practical factors do students prioritize in their GenAI use policies, and how do they justify these choices? and 2) how do participants reflect on the policy design process? Participants first completed readings, then used GenAI to brainstorm initial policy ideas. Next, they articulated their own perspectives through a written assignment and a course policy they designed individually. Finally, they incorporated diverse stakeholder perspectives by collaborating with peers to develop a collective policy. Analysis of student artifacts and group discussions showed that participants prioritized training for students and instructors, standardized procedures for disclosing AI use, and stronger institutional support. Participants also wanted greater involvement in GenAI-related decision-making. They described the policy design process as a way to engage with multiple perspectives and the inherent trade-offs involved in governing AI use. This study offers pedagogical insights into how policy co-design activities can surface student values, concerns, and sensemaking about GenAI in educational contexts.
CommentsAccepted for publication in Artificial Intelligence and Education (Emerald)
