用ChatGPT审视学生的认知：更高表现、更低保持与减少的自主性
Your Programming Students' Cognition with ChatGPT: Higher Performance, Lower Retention, and Reduced Ownership
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中文总结 AI 辅助
本研究通过对照实验发现，ChatGPT辅助编程虽提高成绩但降低记忆保持和自主性，需改进评估与AI工具以促进主动学习。
中文摘要 AI 辅助
生成式人工智能可以提高学生的编程表现，但成功完成任务可能并不反映他们真正记住的内容。我们在一个受控的组间实验中考察了表现、保持、认知负荷和自主性，实验对象为59名计算机科学本科生，其中55名被纳入分析。参与者在有ChatGPT-4.5或没有生成式人工智能的传统网络搜索辅助下，完成了三项入门级C语言编程任务。我们测量了任务表现、自我报告的心理努力和难度、瞳孔反应、心率变异性以及自主性，并在任务结束后立即和48小时后评估了线索回忆。ChatGPT辅助的学生获得了更高的编码分数（89%对69%），但在立即回忆（41%对53%）和48小时后回忆（39%对52%）中的得分较低。两组在48小时内回忆信息丢失方面没有显著差异。在ChatGPT条件下，自我报告的心理努力随任务增加较少（Holm校正后p=0.047），且学生将提交代码归因于自己的比例较低（45%对81%）。确证性生理测试未检测到两组间轨迹的显著差异；大量数据丢失限制了其解释。这些发现揭示了在该环境中辅助任务表现与后续回忆及自主性之间的差距。它们促使需要采用评估实践和AI学习工具，要求学生解释、检索并贡献于他们提交的工作，作为教育的积极参与者。
英文摘要
Generative AI can improve students' programming performance, but successful task completion may not reflect what they retain. We examined performance, retention, cognitive load, and ownership in a controlled between-subjects experiment with 59 undergraduate computer science students, 55 were retained for analysis. Participants completed three introductory C programming tasks with access to ChatGPT-4.5 or conventional web search without generative AI. We measured task performance, self-reported mental effort and difficulty, pupillary responses, heart rate variability, and ownership, and assessed cued recall immediately and 48 hours later. ChatGPT-assisted students achieved higher coding scores (89% vs. 69%) but lower recall scores immediately (41% vs. 53%) and after 48 hours (39% vs. 52%). There was no significant difference in the loss of recall information over 48 hours between the groups. Self-reported mental effort increased less across tasks in the ChatGPT condition (Holm-adjusted p = .047), and students attributed less of the submitted code to themselves (45% vs. 81%). Confirmatory physiological tests did not detect significant differences in trajectories between conditions; substantial data loss limits their interpretation. These findings reveal a gap between assisted task performance and subsequent recall and sense of ownership in this setting. They motivate the need for assessment practices and AI learning tools that require students to explain, retrieve, and contribute to the work they submit as active participants in their education.
发表机构
- University of New South Wales（新南威尔士大学）
机构由 AI 辅助整理，请以论文原文为准。
