Partenariat précaire : perceptions des étudiants à l’égard de l’IA générative dans l’apprentissage postsecondaire
DOI :
https://doi.org/10.18357/otessaj.2024.4.3.74Mots-clés :
postsecondaire, corégulation, ChatGPT, apprentissage, intelligence artificielle, IA générative, apprentissage autorégulé, interaction humain-IA, socially-shared regulation, human-AI collaborationRésumé
Les technologies d’IA générative (GenAI) offrent à la fois de puissantes possibilités et des risques importants pour l’apprentissage. Ainsi, les apprenants du niveau postsecondaire ont besoin de compétences essentielles pour réguler stratégiquement l’apprentissage grâce à l’IA. Alors que les convictions des étudiants à propos de GenAI ont un impact sur leurs interactions et leurs décisions, la recherche sur les points de vue des étudiants est émergente. Cette étude visait à examiner les perceptions des étudiants de niveau postsecondaire concernant l’utilisation efficace de GenAI pour l’apprentissage. Les participants étaient 125 étudiants de premier cycle d’une université canadienne. Les résultats ont indiqué que les étudiants étaient confiants dans leur capacité à utiliser GenAI pour l'apprentissage, percevaient GenAI comme étant efficace pour l'apprentissage et déclaraient utiliser GenAI dans un large éventail de tâches académiques, en particulier lorsqu'ils étaient confrontés à des défis cognitifs et de gestion du temps. Enfin, l’accès à l’information, le soutien à l’apprentissage personnalisé, les nouvelles approches d’apprentissage et le temps ont été considérés comme des avantages de GenAI. Cependant, les étudiants ont exprimé des inquiétudes quant à l’intégrité académique, à l’exactitude des informations et à l’impact sur l’apprentissage personnel. Les implications pour le développement des compétences des apprenants en matière d’interactions d’autorégulation avec l’IA, essentielles pour les études postsecondaires et au-delà, sont discutées.
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