[论文解读] Investigating student perceptions of creativity and generative ai in computational physics

Pachi Her, Patti C. Hamerski|arXiv (Cornell University)|Mar 12, 2026

Creativity in Education and Neuroscience被引用 0

一句话总结

该研究使用 Four C 模型分析高年级计算物理学生对创造力和生成式人工智能的看法，发现学生将自己的创造力大多视为 mini-c/little-c，并将 gen-AI 视为学习工具，同时对其准确性和创造力存在担忧。

ABSTRACT

Generative Artificial Intelligence (gen-AI) is rapidly becoming more integrated into today's classrooms in all ranges of education. In higher education, Gen-AI is often seen as a resource for students, aiding them in drafting outlines, solving simple mathematical problems, or even decoding or constructing code. In this paper, we analyze essay-based interviews (N=6) from an upper-division computational physics course, in which physics majors addressed their views and attitudes towards Gen-AI and how it affects their learning. We analyzed the concepts of creativity and gen-AI using the Four C Model, a framework encompassing four types of creativity. Our analysis of the data involved coding and characterizing students' definitions of creativity and generative AI. Our findings revealed two main observations: first, students conceptualized their creativity primarily within mini-c and little-c; second, students perceived gen-AI as a resource and learning tool but expressed skepticism regarding its accuracy and creativity.

研究动机与目标

• 在计算物理背景下，考察高年级物理学生如何定义创造力。
• 评估学生对将生成式 AI 作为学习资源的态度。
• 将 Four C 模型应用于对学生创造力与 gen-AI 的概念进行分类。
• 识别学生对 gen-AI 工具潜在的怀疑或局限性。

提出的方法

• 对 N=6 名高年级计算物理学生进行以作文为基础的访谈。
• 对学生对创造力与生成式 AI 的定义进行编码与特征化。
• 将研究结果映射到 Four C 模型（mini-c、little-c、Pro-C、Symbolic-C）。
• 综合主题，分析 gen-AI 如何作为资源或学习辅助工具使用。

实验结果

研究问题

• RQ1 学生在计算物理高年级课程中如何定义创造力？
• RQ2 学生如何将生成式 AI 视为其课程情境中的学习工具？
• RQ3 学生对创造力的定义在多大程度上符合 Four C 模型？
• RQ4 学生对 gen-AI 的准确性与创造力有哪些担忧？

主要发现

• 学生将创造力主要概念化为 mini-c 和 little-c。
• 学生将 gen-AI 视为资源和学习工具，但对其准确性持怀疑态度。
• 对 gen-AI 产生有意义或新颖解决方案的创造力存在显著怀疑。