学生参与度与人工智能：研究综述与发现

TABLEOFCONTENTS TABLEOFCONTENTS1CONTRIBUTINGAUTHORS2ABOUTORGANIZATIONS3OVERVIEW4StudentEngagementFramework:Detailed6InterconnectedCoreDimensionsofStudentEngagement8RESEARCHHIGHLIGHTS10HowarestudentsusingAItools?10HowdostudentsviewAI’sroleintheireducationalexperience?13HowdoesstudentuseandperceptionsofAIinhighereducationimpactstudentengagement?16HowcanstudentsbebettersupportedbyHEIintheirlearninganduseofAI?18DISCUSSION19SuggestionsforPractitioners19REFERENCES21 CONTRIBUTINGAUTHORS KristinBaileyWilson,Ph.D. Principal,GoldenrodConsulting KristenGay,Ph.D.Researcher,EDUCAUSE DylanBarth,Ph.D. VicePresident,InnovationandPrograms,OnlineLearningConsortium ColetteChelf,Ed.D. Director,GrantProgramsandConsultingServices,OnlineLearningConsortium CristiFord,Ph.D. ChiefLearningOfficer,D2L EmmaZone,Ed.D. SeniorDirector,AcademicAffairs,D2L SpecialthankstoJoshHerronandCarrieMillerfromtheOnlineLearningConsortiumfortheirthoughtfulfeedback. RecommendedCitation:BaileyWilson,K.,Gay,K.,Barth,D.,Chelf,C.,Ford,C.&Zone,E.(2025).StudentengagementandAI:Researchoverviewandfindings.TheOnlineLearningConsortium. ABOUTORGANIZATIONS TheOnlineLearningConsortium(OLC)isacollaborativecommunityofeducationleadersandinnovatorsdedicatedtoadvancingqualitydigitalteachingandlearningexperiencesdesignedtoreachandengagethemodernlearner—anyone,anywhere,anytime.OLCinspiresinnovationandqualitythroughanextensivesetofresources,includingbest-practicepublications,qualitybenchmarking,leading-edgeinstruction,communitydrivenconferences,practitioner-basedandempiricalresearch,andexpertguidance.ThegrowingOLCcommunityincludesfacultymembers,administrators,trainers,instructionaldesigners,andotherlearningprofessionals,aswellaseducationalinstitutions,professionalsocieties,andcorporateenterprises.Learnmoreatonlinelearningconsortium.org D2Listransformingthewaytheworldlearns,helpinglearnersachievemorethantheydreamedpossible.Workingcloselywithcustomersallovertheworld,D2Lisonamissiontomakelearningmoreinspiring,engagingandhuman.FindouthowD2LhelpstransformlivesanddeliversoutstandinglearningoutcomesinK-12,highereducationandbusinessatwww.D2L.com. OVERVIEW SincethereleaseofChatGPTin2022,theroleofgenerativeArtificialIntelligence(AI)ineducationhasbeenthetopicofscholarlyandpublicdebate.WhilemanyinitialreactionstoChatGPTandothergenerativeAIsystemsfocusedonissueslikecheatingandstudentmisconduct(Füttereretal.,2023),argumentshavealsobeenmadeaboutthetremendouspotentialforpositivelytransformingtheeducationlandscape(Adiguzeletal.,2023;Whitfield&Hofmann,2023).Meanwhile,a2023surveyof2-and4-yearcollegestudentsfoundthat“51%ofstudentswillcontinuetousegenerativeAItoolsevenifitwereprohibitedbytheirinstructorsorinstitutions…[whilean]evengreaternumberofstudents(48%)havetriedAIwritingtoolsatleastonce”(NeJameetal.,2023,para.4&7).WhileAI’seducationalpotentialundoubtedlyraisesamplechallengesandopportunities,onethingisabundantlyclear:AIineducationisheretostay. GiventherapidgrowthandadoptionofAI,itiscrucialtounderstandhowstudentsinhighereducationbothperceiveandusethesenewtechnologiestoengageinandwiththeireducation.MultiplestudieshaveshownthatstudentshavepositiveperceptionsofAIineducationgenerally(Hewetal.,2023;Lozano&BlancoFontao,2023;Tominc&Rožman,2023),andforspecificreasonslikeAI’sabilitytosupportcognition(Jinetal.,2023),improveskilldevelopmentandmarketability(Elhajjaretal.,2021),andincreaselearningandstudent-instructorengagement(Seoetal.,2021).StudentawarenessofAIhassimilarlybeenfoundtobegenerallyhigh(Dergunovaetal.,2022),whileonestudyevenshowedthatstudentshadpositiveattitudestowardsafullyAIteacher(Chenetal.,2023). ThepositivestudentperceptionsofAIinhighereducationaresupportedbyimprovedlearningandengagementoutcomesthroughAIuse.Invarioususecasestudies,AIhasbeenshowntoimprovelanguagelearning(Zhangetal.,2023),studentself-efficacy(SaavedraTorres&Heath,2023),studentrelationshipswithselfandinstructors(Xu&Ouyang,2022),andoverallacademicperformanceandengagement(Durak,2023;Leeetal.,2022).Morespecifically,Alharbi(2023)foundwritingasakeywaythatstudentsuseAItoengageintheircourses,anddividedthemostcommonAIwritingtasksintothefollowingfourcategories.“(1)automatedwritingevaluationtools,(2)toolsthatprovideautomated writingcorrectivefeedback,(3)AI-poweredmachinetranslators,and(4)GPT-3automatictextgenerators”(p.1).ThemannerinwhichstudentsuseAIforwriting,however,wasshowninmultiplestudiesasanareaofcontestedterrain.StudentsandteachersfindtheuseofAI“moreacceptableintheearlystagesofthewritingprocess(i.e.,brainstormingandoutlining)thaninlaterstages”(Barrett&Pack,2023,p.17),whileunreflectiveuseofAIforwritingmayleadtopurposefulandinvoluntaryplagiarism(Burkhard,2022)orlimitpotentialforstudentacademicengagementandgrowth(Khurmaetal.,2023).ChallengesforAIuseinwritingwerealsofound,particularlyinAI’slimitedabilitytofacilitatestudents’expressionofpersonalopinionsandreflections(Tirado-Olivaresetal.,2023). DespitethepositiveearlyresultsrelatedtostudentuseandperceptionsofAI,researchalsoshowsthatinstitutionalsupportfo