发表机构
Ruhr-Universität Bochum; Center for Advanced Internet Studies; Dublin City University; Deusto University（波鸿鲁尔大学; 高级互联网研究中心; 都柏林城市大学; 德乌斯托大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本文通过 Thermomix 厨房机器类比，结合 ICAP 和 SAMR 框架，分析生成式 AI 在教育中的不同使用模式，强调使用方式而非是否使用决定学习效果。
AI 中文摘要
生成式人工智能工具（如 ChatGPT）的迅速普及，引发了关于其对教育的风险与机遇，以及研究者应如何对其进行探究的激烈辩论。在本文中，我们通过 Thermomix（一种智能厨房电器）的类比来探讨这些讨论，该电器同样引发了热情与批评。通过将 Thermomix 的使用场景映射到生成式人工智能辅助学习的实例中，并将其置于 ICAP 和 SAMR 框架内，我们展示了不同的工具使用模式如何支持或削弱有意义的参与和学习。Thermomix 这一隐喻强调，核心问题不在于学习者是否使用人工智能，而在于这种使用如何塑造他们的学习过程。借此，我们为研究者和实践者提供了一个概念性视角，以批判性地审视——并更有效地引导——生成式人工智能在教育实践中的整合。
英文摘要
The rapid adoption of generative AI tools such as ChatGPT has sparked intense debate about their risks and opportunities for education, as well as the ways researchers should investigate them. In this paper, we approach these discussions through an analogy with the Thermomix, a smart kitchen appliance that has similarly provoked both enthusiasm and critique. By mapping Thermomix use cases onto examples of learning with generative AI, and situating them within the ICAP and SAMR frameworks, we show how different modes of tool use can either support or undermine meaningful engagement and learning. The Thermomix metaphor underscores that the central question is not whether learners employ AI, but how such use shapes their learning processes. In doing so, we provide a conceptual lens for researchers and practitioners to critically examine - and more effectively guide - the integration of generative AI into educational practice.
CommentsFirst two listed authors have shared first authorship
