研究背景
研究方法這篇論文提出了一個研究模型,，用于解決生成式AI使用頻率對大學(xué)生自我效能感和技術(shù)依賴性的雙重影響問題,。具體來說：
 實(shí)驗(yàn)設(shè)計(jì)
 結(jié)果與分析
總體結(jié)論這項(xiàng)研究揭示了生成式AI使用頻率對大學(xué)生自我效能感和技術(shù)依賴性的復(fù)雜關(guān)系。盡管AIGC顯著提升了學(xué)生的自我效能感和效率感知,，但同時也加劇了他們的技術(shù)依賴性,。這表明在教育環(huán)境中整合AI技術(shù)需要平衡其優(yōu)勢與避免過度依賴的風(fēng)險(xiǎn)。未來的研究應(yīng)進(jìn)一步探討AI對學(xué)生長期學(xué)習(xí)成果的影響,，并探索如何在不同類型的教育環(huán)境中應(yīng)用這些發(fā)現(xiàn),。 In the era of proliferating artificial intelligence (AI) technology, generative AI is reshaping educational landscapes, prompting a critical examination of its influence on students’ learning processes and their self-efficacy amid concerns over growing technological dependence. This study investigates the nuanced relationship between generative AI use and university students’ self-efficacy and technological dependence, illuminating the underlying paradoxes and implications for inclusive education practices. Through a survey of 348 university students, with 200 valid responses analyzed, we uncover the direct and indirect impacts of generative AI usage frequency on AI dependence. Our findings reveal a paradoxical effect: enhanced AI usage significantly amplifies students’ confidence and efficiency in learning, yet simultaneously intensifies their dependence on AI. This dual impact both supports and complicates the incorporation of AI technologies into educational settings, underscoring the need for a balanced approach to leveraging AI in teaching and learning. Our study underscores the critical importance of a nuanced understanding of AI’s role in education. It highlights the necessity of crafting an educational landscape where technology augments learning processes without compromising independent learning capabilities. By navigating the complex interplay between technological advancement and educational inclusivity, our findings guide the development of AI-assisted learning environments that are not only effective but also equitable and accessible. Zhang, L., & Xu, J. (2025). The paradox of self-efficacy and technological dependence: Unraveling generative AI’s impact on university students’ task completion. Internet and Higher Education, 65, 100978. https:///10.1016/j.iheduc.2024.100978 |
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