【作 者】：
柳 茜， 庞 晖， 王兴华， 孙百才， 徐艳萍， 李田田
【关 键 词 】：
人工智能技术； 外语学习； 社会临场感； 认知临场感； 教学临场感
【栏 目】：
课程与教学
【中文摘要】：
人工智能技术在外语学习领域中得到广泛的应用，以解决传统外语课堂面临的多重挑战。学习者在跟人工智能技术的交互过程中，倾向于把人工智能拟人化。因此，从理论上讲，学习者和人工智能构成了一个探究社区。研究以探究社区理论为框架，利用312位学生通过一款人工智能教师的工具进行外语学习的数据，探讨拟人化技术如何影响外语学习。通过偏最小二乘法结构方程模型分析，研究得出以下结论：（1）人工智能教师的形象在人机交互中发挥着重要作用；（2）女生可能更容易受到人工智能教师形象的影响；（3）人—机交互中获得的学习成就对提升学习愉悦感至关重要；（4）人—机交互中体验到的社会和情感关联、成就感以及学习愉悦感能够在一定程度上降低学习倦怠感；（5）具有较强教学导向性的人工智能教师可能会带来负面影响。研究通过探究社区理论的角度揭示了人工智能作为拟人化技术对学习发挥作用的机制，对教育人工智能的设计和改进有非常重要的指导作用。
【英文摘要】：
Artificial intelligence technologies are widely used in foreign language learning to solve the multiple challenges faced by traditional foreign language classrooms. Learners tend to anthropomorphize the AI during their interactions with AI technologies. Thus, theoretically, learners and AI constitute a community of inquiry. Based on the theory of inquiry community, this study uses the data from 312 students learning a foreign language through an AI teacher to explore how anthropomorphic technology affects foreign language learning. By means of partial least squares structural equation modeling, this study concludes that: (1) the image of the AI teacher plays an important role in human-computer interaction; (2) Female students may be more likely to be influenced by the image of the AI teacher; (3) Learning achievement gained in human-computer interaction is critical to enhancing learning enjoyment; (4) The social and emotional connection, sense of achievement, and learning pleasure experienced in human-computer interaction can reduce the sense of learning burnout to some extent; (5) AI teachers with a strong pedagogical orientation may have negative effects. The study reveals the mechanisms through which AI works on learning as an anthropomorphic technology by the theory of inquiry community, which has important implications for the design and improvement of educational AI.