[论文解读] Who Is Doing the Thinking? AI as a Dynamic Cognitive Partner: A Learner-Informed Framework

C. K. Y Chan|arXiv (Cornell University)|Feb 17, 2026

Teaching and Learning Programming被引用 0

一句话总结

论文提出一个以学习者为中心的类型学，将 AI 视为动态的认知伙伴，AI 根据学习情境选择扩展或替代认知努力。

ABSTRACT

Artificial intelligence is increasingly embedded in education, yet there remains a need to explain how students conceptualize AI's role in their thinking and learning. This study proposes a framework positioning AI as a dynamic cognitive partner whose function shifts across learning situations. Using qualitative analysis of written responses from 133 secondary students in Hong Kong following completion of an AI literacy course, we identified nine interrelated dimensions through which learners described AI as partnering with their cognition: conceptual scaffolding for difficult ideas; feedback and error detection; idea stimulation; cognitive organization; adaptive tutoring support; metacognitive monitoring support; task and cognitive load regulation; learning continuity beyond classroom boundaries; and explanation reframing through representational flexibility during moments of being stuck or overwhelmed. Across these dimensions, students distinguished between productive support that extends understanding and unproductive reliance that replaces cognitive effort, indicating situational awareness of when AI should and should not be used. Grounded in sociocultural theory, distributed cognition, self-regulated learning, and cognitive load perspectives, the framework clarifies how AI becomes integrated into learners' cognitive activity while illuminating the boundary between cognitive extension and substitution.

研究动机与目标

• 探索学习者在使用 AI 学习时对 AI 在其思维中的角色的概念化。
• 开发一个以学习者为中心的类型学，刻画 AI 作为动态认知伙伴的特征。
• 通过学习者描述与 AI 互动的认知功能，识别这些功能如何扩展或替代认知。

提出的方法

• 对香港145名中学生（年龄14–17岁）的书面回答进行定性分析。
• 归纳分析以推导 AI 作为动态认知伙伴的类型学。
• 以社会文化理论、分布式认知、自我调节学习和认知负荷理论为基础来支撑类型学。

实验结果

研究问题

• RQ1 学习者如何描述 AI 在其学习中的认知过程中的角色？
• RQ2 在何种学习情境中 AI 作为认知扩展器与认知卸载器分别发挥作用？
• RQ3 学习者通过哪些认知功能与 AI 互动（如搭 scaffolding 提供支架、反馈、创意生成、组织、适应、监控、工作负荷调节等）？

主要发现

• 学习者识别出九种相互关联的认知功能，在这些功能中 AI 的使用包括搭 scaffolding、反馈、创意生成、组织、适应、监控和工作负荷调节。
• 在各功能中，学生始终区分扩展认知的 AI 使用与替代认知努力的 AI 使用。
• 一个核心边界逐渐显现：相同的 AI 互动可在学习过程中通过不同定位来支持意义建构或实现认知卸载。