发表机构
Columbia University; Columbia Business School（哥伦比亚大学; 哥伦比亚商学院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过实地实验发现，课前使用基于语音的人工智能讨论伙伴可显著提升MBA学生在课堂讨论中的主动参与度，增加约31%的自愿贡献，并提高发言舒适度和感知学习效果。
AI 中文摘要
人工智能学习工具正迅速进入课堂，但关于它们是否有助于学生学习的证据好坏参半，且主要基于考试成绩。相比之下，关于使用人工智能是否会改变学生在课堂上的实时学习行为的研究较少。在此，我们报告了一项预先注册的实地实验结果，涉及759名MBA学生，他们选修了一门课程的十个分班，每个学生被随机分配十次课堂中的两次，使用一个专门构建的基于语音的人工智能讨论伙伴进行课前准备。在使用人工智能讨论伙伴两次后，学生在随后的每次课堂中自愿贡献的次数增加了约31%。使用人工智能讨论伙伴更多的学生也报告了更大的发言舒适度和感知学习效果，但并未报告更高的专注度或动机。这些发现表明，与基于语音的人工智能伙伴进行重复练习可以显著提高学生在课堂讨论中的参与度，从而增强一个关键的中间学习成果。
英文摘要
AI learning tools are rapidly entering classrooms, but evidence about whether they help students learn is mixed and rests mostly on test scores. Comparatively less research addresses whether the use of AI changes students' live learning behaviors in class. Here, we report the results of a preregistered field experiment with 759 MBA students enrolled in ten sections of a course, in which each student was randomly assigned two of ten class sessions to prepare for with a purpose-built voice-based AI discussion partner. After two uses of the AI discussion partner, students made about 31% more voluntary contributions in each later class session. Students who used the AI discussion partner more also reported greater comfort speaking up and greater perceived learning, but not greater focus or motivation. These findings suggest that repeated practice with a voice-based AI partner can meaningfully increase students' engagement in class discussion, enhancing a critical intermediate learning outcome.
