Gabriel Florence, Kennedy JohnPaul, Marrone Rebecca, Leonard Simon
Centre for Change and Complexity in Learning, UniSA: Education Futures, University of South Australia, Adelaide, SA, Australia.
NPJ Sci Learn. 2025 May 11;10(1):26. doi: 10.1038/s41539-025-00315-4.
Pragmatic, scalable and sustainable responses to persistent socio-emotional issues such as mathematics anxiety remain elusive. Artificial intelligence (AI) offers a promising approach by enhancing students’ perceptions of competence, control, and value while transforming teacher-student interactions. This paper advocates for a research agenda exploring AI’s role in shaping achievement emotions and calls for a broader shift in educational research toward leveraging AI for meaningful and transformative learning experiences.
对于诸如数学焦虑等持续存在的社会情感问题，切实可行、可扩展且可持续的应对措施仍然难以实现。人工智能（AI）提供了一种很有前景的方法，它可以增强学生的能力感、掌控感和价值感，同时改变师生互动。本文倡导开展一项研究议程，探索人工智能在塑造成就情绪方面的作用，并呼吁教育研究进行更广泛的转变，以利用人工智能创造有意义且具有变革性的学习体验。
