GenAI驱动的教育数字人架构设计与实证研究  

Design and Empirical Study of GenAI-Driven Educational Digital Humans Architecture

作　　者：吴长城 胡双武 蒋雨江 牟娅[3] 皮忠玲 WU Chang-Cheng;HU Shuang-Wu;JIANG Yu-Jiang;MOU Ya;PI Zhong-Ling(School of Computer Science,Sichuan Normal University,Chengdu,Sichuan,China 610101;Sichuan 2011 Synergy Innovation Center of Educational Big Data,Chengdu,Sichuan,China 610101;Shuang Liu Middle School,Chengdu,Sichuan,China 610200;Key Laboratory of Modern Teaching Technology,Ministry of Education,Shaanxi Normal University,Xi’an,Shaanxi,China 710062)

机构地区：[1]四川师范大学计算机科学学院,四川成都610101 [2]“教育大数据”四川2011协同创新中心,四川成都610101 [3]四川省双流中学,四川成都610200 [4]陕西师范大学现代教学技术教育部重点实验室,陕西西安710062

出　　处：《现代教育技术》2024年第9期26-36,共11页Modern Educational Technology

基　　金：2023年度教育部人文社会科学研究项目“教学代理对学习者学习影响的认知神经机制及智能干预研究”(项目编号:23YJAZH159);2022年度四川省教育科研项目“教育智能体形象、言语设计及其对学习影响的认知神经机制”(项目编号:SCJG22A225)的阶段性研究成果。

摘　　要：目前,大量教育数字人已在教学场景中应用,新一代生成式人工智能(Genetic Artificial Intelligence,GenAI)驱动的教育数字人弥补了传统教育数字人在智能化、仿真人程度方面的不足,可为学生提供更聪明、更个性化的教学服务,给师生教学体验和效能带来了质的飞跃。在此背景下,文章采用分层架构方法,设计了GenAI驱动的教育数字人架构,包含网络基础层、网关层、服务层、逻辑层、监控层和界面交互层六层。之后,文章开展了针对122名小学生参与的教育数字人教学应用实证研究,探索GenAI驱动的不同形象教育数字人(无教师、AI女孩、AI大熊猫和AI男孩)对学生学习效果的影响,结果表明:AI男孩组在知识保持、知识迁移、学习兴趣上表现更佳,而四组在社会交互上表现相当;教育数字人在学习兴趣、社会交互两个方面影响知识保持、知识迁移的中介效应均不显著。文章的研究可为GenAI驱动教育数字人的设计和开发提供系统化的理论框架,有助于探索教育数字人影响学习者学习过程与结果的规律,并为教师、研究者和开发者提供可借鉴的案例。At present,a large number of educational digital humans have been applied in educational scenarios,and the new generation of genetic artificial intelligence(GenAI)-driven educational digital humans have made up for the shortcomings of traditional educational digital humans in the degree of intelligence and simulator,which could provide students with smarter and more personalized educational services,and bring a qualitative leap in the teaching experience and effectiveness for teachers and students.Under this context,this paper adopted hierarchical architecture method to design GENAI-driven educational digital humans architecture,which included six layers of network foundation layer,gateway layer,service layer,logic layer,monitoring layer,and interface interaction layer.After that,an empirical study on the teaching application of educational digital humans with the participation of 122 elementary school students was conducted to investigate the impact of different GenAI-driven educational digital humans(no teacher,AI girl,AI panda,and AI boy)on students’learning outcomes.The results indicated that the AI boy group performed better in knowledge retention,knowledge transfer,and learning interest,while the four groups showed comparable performance in social interaction.The mediating effects of learning interest and social interaction on knowledge retention and knowledge transfer were not significant for educational digital humans.The research of this paper could provide a systematic theoretical framework for the design and development of GenAI-driven educational digital humans,help to explore the rules of educational digital humans affecting students’learning process and results,and provide reference cases for teachers,researchers and developers.

关 键 词：GenAI 教育数字人 知识保持 知识迁移 学习兴趣 社会交互 

分 类 号：G40-057[文化科学—教育学原理]