A Spatiotemporal Analysis of Teacher Practices in Supporting Student Learning and Engagement in an AI-Enabled Classroom
A Spatiotemporal Analysis of Teacher Practices in Supporting Student Learning and Engagement in an AI-Enabled Classroom
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DOI：
10.1007/978-3-031-36272-9_37
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Shamya Karumbaiah;Conrad Borchers;Tianze Shou;Ann-Christin Falhs;Pinyang Liu;Tomohiro Nagashima;N. Rummel;V. Aleven
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文献类型：
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作者：
Shamya Karumbaiah;Conrad Borchers;Tianze Shou;Ann-Christin Falhs;Pinyang Liu;Tomohiro Nagashima;N. Rummel;V. Aleven
研究表明，教师在有人工智能导师的课堂上发挥着积极而重要的作用。然而，我们对教师围绕人工智能导师进行实践的方式的科学理解还远远没有完成。在本文中，我们通过分析学生的参与度和在教师访问之前与AI导师学习（定义为教师与学生物理接近的情节）以及紧接在教师访问之后，来研究学生与教师互动的时空因素。为了围绕教师访问学生的时刻进行这种综合的时间分析，我们收集了关于教师在物理教室中的位置以及学生与AI导师的互动的细粒度，时间同步的数据。我们的案例研究在K12数学教室与资深数学教师提供了一些迹象的因素，可能会影响教师的决定，分配他们有限的课堂时间给他们的学生，这些互动对学生有什么影响。例如，教师访问与学生的即时行为指标（例如，懒惰），而不是一个更广泛的，静态的衡量学生的需要，如低先验知识。虽然教师访问往往与学生行为的积极变化有关（例如，减少的空闲），在老师访问的学生和在那个时候可能更需要它的学生之间可能存在潜在的不匹配（例如，学生们在很长一段时间内没有参与）。总的来说，我们的研究结果表明，教师访问可能会立即为学生带来好处，但教师要满足所有需求也具有挑战性-这表明需要更好的工具支持。
Research indicates that teachers play an active and important role in classrooms with AI tutors. Yet, our scientific understanding of the way teacher practices around AI tutors mediate student learning is far from complete. In this paper, we investigate spatiotemporal factors of student-teacher interactions by analyzing student engagement and learning with an AI tutor ahead of teacher visits (defined as episodes of a teacher being in close physical proximity to a student) and immediately following teacher visits. To conduct such integrated, temporal analysis around the moments when teachers visit students, we collect fine-grained, time-synchronized data on teacher positions in the physical classroom and student interactions with the AI tutor. Our case study in a K12 math classroom with a veteran math teacher provides some indications on factors that might affect a teacher’s decision to allocate their limited classroom time to their students and what effects these interactions have on students. For instance, teacher visits were associated more with students’ in-the-moment behavioral indicators (e.g., idleness) than a broader, static measure of student needs such as low prior knowledge. While teacher visits were often associated with positive changes in student behavior afterward (e.g., decreased idleness), there could be a potential mismatch between students visited by the teacher and who may have needed it more at that time (e.g., students who were disengaged for much longer). Overall, our findings indicate that teacher visits may yield immediate benefits for students but also that it is challenging for teachers to meet all needs – suggesting the need for better tool support.