The Chatbots’ Challenge to Education: Disruption or Destruction?
The Chatbots’ Challenge to Education: Disruption or Destruction?
复制标题
聊天机器人对教育的挑战：破坏还是破坏？
DOI：
10.3390/educsci13070711
复制
发表时间：
2023
影响因子：
3
通讯作者：
M. Birenbaum
中科院分区：
文献类型：
--
作者：
M. Birenbaum
本文讨论了基于大型语言模型（LLM）的聊天机器人在教育教学，学习和评估方面的积极和消极影响。它基于与ChatGPT就教学相关问题和相关文件进行的广泛对话。讨论了像ChatGPT这样的聊天机器人对教育工作者的挑战-一方面，它们促进深度学习的潜力，以及教师和学校环境在实现深度学习方面的作用。另一方面，它强调了不当使用此类聊天机器人的教学缺点，以及可能升级学习的教学实践和学校环境。三个学校文化组成部分，即课堂学习，教师专业学习和学校领导，是教学方法的基本方面，在特定的星座中，可以增强，在另一个星座中，阻碍聊天机器人推进深度学习的潜力。基本的理论框架是评估驱动的，对比学习评估（AFL）和分级评估，区分评估文化和测试文化。讨论了与每种文化的原则相一致的聊天机器人使用模式。本文提供了与ChatGPT对话中的引用示例，以支持从聊天体验中获得的见解和得出的结论。
The article addresses the positive and negative implications of the growing spread of chatbots based on large language models (LLMs) on instruction, learning, and assessment in education. It is based on extensive conversations with ChatGPT regarding pedagogy-related issues and relevant documents. Discussed are the challenges of chatbots like ChatGPT to educators—on the one hand, their potential to advance deep learning and the roles of the instructor and the school context in causing it to happen. On the other hand, it underscores the pedagogical drawbacks of improper usage of such chatbots and the instructional practices and school contexts that could escalate learning. Three school-culture components, namely classroom learning, teacher professional learning, and school leadership, are the essential aspects of pedagogical approaches that, in a particular constellation, could enhance and, in another, impede a chatbot’s potential to advance deep learning. The underlying theoretical framework is assessment-driven, contrasting assessment for learning (AfL) and assessment for grading, distinguishing assessment cultures from testing cultures. Patterns of chatbot usage that align with the principles of each culture are discussed. A sample of quotes from the conversations with ChatGPT is presented to support the insights gained from the chatting experience and the conclusions drawn.