作者：安朔文,张思*,郭桐羽,鹿爽,张雯颖,蔡志慧

出版刊物：Computers & Education

出版时间：2025年

内容摘要：

Collaboration has long been recognized as an efficacious pedagogical strategy. With the visual pedagogical scaffold, for instance, mind maps, learners can externalize their comprehension and engage in meaning negotiation. However, given the limitations posed by the conventional  collaborative environment such as the difficulty for groups to achieve deep discussions and generate group intelligence, the generative artificial intelligence (GAI) tool was introduced. The efficacy of the GAI tool in boosting task performance is still contested and its influence on collaborative knowledge construction remains unclear. Therefore, this study was conducted in an elective course at a university. A total of 30 student teachers were the participants, including 10 groups of 3 students. In the subsequent quasi-experimental study, 5 experimental groups employed the GAI tool and mind mapping based collaborative environment (GMMCE) and 5 control groups employed the conventional mind mapping based collaborative environment (MMCE). The results showed that the experimental groups outperformed the control groups on both collaborative tasks in the course. According to Ordered Network Analysis (ONA), the experimental groups developed a collaborative knowledge construction process in cognitive  dimension, i.e., progressive interaction from individual to peer to group. On the contrary, the control groups were mainly reflected in the transition between learners’ individual expression and peer interaction since they were more centered on the regulative dimension. We also supplemented students’ perception of using the GAI tool from the interview data. Finally, we highlighted the implications for pedagogy and described the research limitations as well as future directions.

协作学习长期被视为一种高效的教学策略。借助思维导图等视觉化教学支架，学习者能够外化知识理解并进行意义协商。然而，传统协作环境存在明显局限——小组往往难以开展深度讨论并形成集体智慧。为此，本研究引入生成式人工智能工具作为干预手段。目前，GAI工具能否有效提升任务表现仍有争议，其对协作知识建构过程的影响亦不明晰。本研究在某高校选修课程中展开，共招募30名师范生，分为3人一组，共10组。通过准实验设计，其中5组在基于思维导图的协作环境中使用GAI工具，作为实验组；另外5组则在传统思维导图协作环境中学习，作为对照组。

研究结果表明，实验组在两项课程协作任务中的表现均显著优于对照组。有序网络分析显示，实验组的协作知识建构呈现清晰的认知发展路径，实现了从个体思考到同伴互动，再上升到小组共识的渐进深化过程。相比之下，对照组的互动主要集中在调节维度，表现为个体表达与同伴交流之间的简单切换，未能形成持续的知识建构脉络。此外，访谈数据进一步揭示了学生对GAI工具使用体验的主观认知。文末总结了本研究对教学实践的理论启示与实践意义，并指出当前研究的局限性与未来可拓展的研究方向。