相同表现，不同过程：AI 媒介教育中的认知所有权
Same Performance, Different Process: Epistemic Ownership in AI-Mediated Education
浏览论文内容
中文总结 AI 辅助
本研究通过分析150个学生-AI对话，揭示生成式AI教育中相同评估表现可能对应不同认知参与过程，提出评估应关注认知过程证据而非仅看结果。
中文摘要 AI 辅助
生成式人工智能削弱了评估表现与教育工作预期反映的认知过程之间的联系。本文在150个学生与AI对话的样本中考察了这些过程的可观察痕迹。分析采用认知所有权概念作为解释框架，聚焦于交互中可见的三个维度：方向、整合与评估。结果表明，相似的评估表现可能与显著不同的认知参与可观察模式共存。因此，作业分数提供了关于评估结果的信息，但无法还原认知工作在学生与AI之间的分配情况。本研究为探讨评估应如何纳入认知过程的证据，而非仅仅依赖最终成果的质量，提供了实证基础。
英文摘要
Generative AI weakens the link between assessed performance and the cognitive processes that educational work is expected to reflect. This paper examines observable traces of those processes in a sample of 150 student-AI conversations. The analysis uses the concept of epistemic ownership as an interpretive framework, focusing on three dimensions that can become visible in interaction: Direction, Integration, and Evaluation. The results show that similar assessed performance can coexist with substantially different observable patterns of cognitive participation. Assignment scores therefore provide information about assessed outcomes but do not recover how cognitive work was distributed between student and AI during the interaction. The study provides an empirical basis for asking how assessment should incorporate evidence about cognitive process, rather than relying exclusively on the quality of the resulting product.
发表机构
- CICS-UDD（乌迪亚德大学计算与信息科学中心）
机构由 AI 辅助整理，请以论文原文为准。
