发表机构
Université Claude Bernard Lyon 1（里昂第一大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本文提出从能动性与合法性两个维度对数字教育系统进行分类，映射常见平台，以揭示设计差异并设想算法调节，促进学习。
AI 中文摘要
数字教育系统（DES）使数百万人能够学习或获得新技能。它们的前景因平台而异：有些授予真正的学位，另一些则承诺快速进步，为此利用一系列技术，从通过复杂模型推荐学习资源，到将普通课程教科书上传到学习管理系统。在本文中，我们主张，沿着两个维度对DES进行分类，可以映射出这些DES在结构上概念化学习过程的方式差异。这些潜在维度既是学生模型的维度，也是DES设计中内置的机制；我们将其识别为能动性和合法性。确实，DES一方面植根于一种制度化的体制中，该体制赋予它们合法性，并反过来使在这些平台上进行的学习合法化；另一方面，它们在设计上做出选择，决定在学习过程中留给学习者的决策份额。我们将一组精选的常见DES映射到一个由这两个维度转化为指标构成的平面上。这使我们能够突出该平面中人口稀少的区域，并设想DES如何为了学习的利益，以算法方式调节这两个维度。
英文摘要
Digital Educational Systems (DES) enable millions of individuals to learn or to acquire new skills. Their promises vary from one platform to another: some grant genuine degrees, others pledge rapid progress, drawing for this purpose on a range of techniques, from the recommendation of learning resources through complex models to a plain course textbook uploaded onto a learning management system. In this article, we argue that categorizing DES along two dimensions allows to map differences in the way these DES structurally conceptualise the learning process. These underlying dimensions are at once dimensions of the student model and mechanisms built in the DES's designs; we identify them as agency and legitimacy. Indeed, DES are, on the one hand, anchored in an institutionalised regime that grants them legitimacy and, in turn, legitimises the learning undertaken on these platforms; on the other hand, they make design choices as to the share of decision left to the learner in the learning process. We map a curated sample of common DES onto a plane composed of these two dimensions translated into indicators. This allows us to highlight underpopulated regions of the plane and to envisage how a DES might regulate these two dimensions algorithmically, in the interest of learning.
Journal refCELDA 2026, IADIS, Oct 2026, Lisbonne, Portugal
