AI 中文总结
本研究调查大一物理学生对大语言模型的感知与使用，发现学生普遍认可其能力但怀疑其学习价值，且多数学生因便利而使用；教学后怀疑增加，认为LLM导致虚假信心的学生比例从58%升至88%。
AI 中文摘要
大语言模型（LLMs）的近期出现催生了大量研究，这些研究聚焦于这些工具解决物理问题、评估学生作业或对学生解题过程产生其他影响的能力。然而，探讨物理学生如何感知LLMs（在能力、教育影响、使用情况以及在解题中的作用方面）的研究仍然有限。本研究评估了大学一年级物理学生对LLMs的感知，并进一步探讨了这些感知如何随着在有和没有LLMs的情况下进行解题练习以及参与关于LLMs功能和教育影响的反思性课程而发生变化。我们发现，学生对LLMs的看法各不相同，总体上对其能力持正面态度，但对其学习价值则更为怀疑。尽管存在这种怀疑，大多数学生自我报告经常使用LLMs来获取帮助，并常将截止日期和便利性作为激励因素。在课程结束后，学生在多个领域对LLMs表达了更大的怀疑，其中88%的学生认为LLMs可能让他们对自己的理解产生虚假的信心，而这一比例在课程前为58%。
英文摘要
The recent emergence of large language models (LLMs) has produced research focusing on the ability of these tools to solve physics problems, evaluate student work, or otherwise impact the problem-solving process of students. However, studies exploring how physics students perceive LLMs (in terms of capabilities, educational impacts, usage, and role in problem solving) remain limited. This study evaluates the first-year physics students' perceptions toward LLMs and further explores how these perceptions change after practicing problem-solving with and without LLMs and engaging in a reflective lesson on the functioning and educational impacts of LLMs. We find that student opinions toward LLMs vary, with generally favorable perceptions of their capabilities but greater skepticism regarding their value for learning. Despite this skepticism, a majority of students self-report regularly using LLMs to obtain help, commonly reporting deadlines and convenience as motivating factors. Following the lesson, students expressed greater skepticism toward LLMs in several areas, with 88% of students believing that LLMs can leave them with a false sense of confidence about their understanding, up from 58% before the lesson.
Comments14 pages, 7 figures
