[论文解读] Embrace Opportunities and Face Challenges: Using ChatGPT in Undergraduate Students' Collaborative Interdisciplinary Learning

Gaoxia Zhu, Xiuyi Fan+7 more|arXiv (Cornell University)|May 23, 2023

Artificial Intelligence in Healthcare and Education被引用 26

一句话总结

一项准实验研究（n=130）在两周内考察 ChatGPT 如何影响本科生的协同跨学科学习，发现参与度和解决问题受主题和学科的依赖性影响，并在反思中突出混合的看法。

ABSTRACT

ChatGPT, launched in November 2022, has gained widespread attention from students and educators globally, with an online report by Hu (2023) stating it as the fastest-growing consumer application in history. While discussions on the use of ChatGPT in higher education are abundant, empirical studies on its impact on collaborative interdisciplinary learning are rare. To investigate its potential, we conducted a quasi-experimental study with 130 undergraduate students (STEM and non-STEM) learning digital literacy with or without ChatGPT over two weeks. Weekly surveys were conducted on collaborative interdisciplinary problem-solving, physical and cognitive engagement, and individual reflections on ChatGPT use. Analysis of survey responses showed significant main effects of topics on collaborative interdisciplinary problem-solving and physical and cognitive engagement, a marginal interaction effect between disciplinary backgrounds and ChatGPT conditions for cognitive engagement, and a significant interaction effect for physical engagement. Sentiment analysis of student reflections suggested no significant difference between STEM and non-STEM students' opinions towards ChatGPT. Qualitative analysis of reflections generated eight positive themes, including efficiency, addressing knowledge gaps, and generating human-like responses, and eight negative themes, including generic responses, lack of innovation, and counterproductive to self-discipline and thinking. Our findings suggest that ChatGPT use needs to be optimized by considering the topics being taught and the disciplinary backgrounds of students rather than applying it uniformly. These findings have implications for both pedagogical research and practices.

研究动机与目标

• 调查 ChatGPT 对本科生协同跨学科问题解决的影响。
• 在使用 ChatGPT 时，考察身体和认知参与度的变化。
• 评估学生反思以识别 ChatGPT 在跨学科学习中的感知收益与弊端。

提出的方法

• 采用准实验设计，参与者为 130 名本科生（STEM 与非 STEM）。
• 进行为期两周的数字素养学习，使用或不使用 ChatGPT。
• 每周调查衡量协同问题解决、身体/认知参与度，以及对 ChatGPT 使用的反思。
• 对学生反思进行情感分析，以比较 STEM 与非 STEM 的观点。
• 定性分析识别出收益与弊端的主题。

实验结果

研究问题

• RQ1 使用 ChatGPT 是否相较于不使用 ChatGPT 会影响协同跨学科问题解决？
• RQ2 ChatGPT 如何在不同主题和学科中影响身体和认知参与？
• RQ3 学生在跨学科学习中使用 ChatGPT 的感知收益与弊端有哪些？
• RQ4 STEM 与非 STEM 学生之间对 ChatGPT 的看法是否存在差异？

主要发现

• 主题对协同跨学科问题解决具有显著的主效应。
• 主题对身体和认知参与也具有显著的主效应。
• 在认知参与方面，学科背景与 ChatGPT 条件之间存在边际互动效应。
• 身体参与方面存在显著的互动效应。
• 情感分析显示 STEM 与非-STEM 学生在对 ChatGPT 的看法上没有显著差异。
• 定性分析揭示八个积极主题（如高效、弥补知识空缺、类似人类的回答）和八个消极主题（如通用回答、缺乏创新、削弱自律）。