عنوان انگلیسی مقاله:
Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences
ترجمه فارسی عنوان مقاله:
حمایت از اعتقادات و علاقه به خودکارآمدی به عنوان ورودی ها و نتایج آموزشی: چارچوب بندی هوش مصنوعی و تجارب مشارکتی انسان
Sciencedirect - Elsevier - Learning and Individual Differences, 80 (2020) 101850. doi:10.1016/j.lindif.2020.101850
Luke K. Fryera,⁎, Andrew Thompsonb, Kaori Nakaoc, Mark Howarthb, Andrew Gallacherb
Interest and self-efficacy are crucial to academic success. This study addresses two gaps in our understanding of their development and support during university courses: how prior self-efficacy and interest plays a role in, and how different classroom activities build toward the development of students future interest and selfefficacy.
In this study the interplay between ability-beliefs (self-efficacy/self-concept) and interest at three levels of specificity (Domain, Course and Task) were tested
across a Japanese university language course (n = 128). Within this test, students interest in two language practice tasks (i.e., Human and then Chatbot partners) were assessed and compared. Prior interest was a robust predictor of all future task/course interest. Only Human-Human task interest directly predicted future course self-efficacy, but was mediated by course interest for future domain interest. For future interest, Human practice partners are superior to AIs. Supporting prior domain and later course interest should be a focus for university educators.