研究论文

科研情境下大学生AIGC工具使用意图模型构建研究

  • 黄崑 ,
  • 赵晨 ,
  • 李鸿 ,
  • 李蕾
展开
  • 北京师范大学政府管理学院 北京 100875
黄崑,教授,博士;赵晨,硕士研究生,通信作者,E-mail:zhaochen1127@mail.bnu.edu.cn;李鸿,硕士研究生;李蕾,副教授,博士。

收稿日期: 2024-06-28

  修回日期: 2024-09-21

  网络出版日期: 2025-03-24

基金资助

本文系国家自然科学基金项目“探索式检索过程中用户的情感体验及其影响机理研究”(项目编号:71974015)研究成果之一。

Research on the Intentions Model Construction of College Students Using AIGC Tools in the Academic Context

  • Huang Kun ,
  • Zhao Chen ,
  • Li Hong ,
  • Li Lei
Expand
  • School of Government Management, Beijing Normal University, Beijing 100875
Huang Kun,professor,PhD;Zhao Chen,master candidate,corresponding author,E-mail:zhaochen1127@mail.bnu.edu.cn;Li Hong,master candidate;Li Lei,associate professor,PhD.

Received date: 2024-06-28

  Revised date: 2024-09-21

  Online published: 2025-03-24

Supported by

This work is supported by the National Natural Science Foundation of China project titled “Research on Users’ Affective Experience and Its Impact Mechanism in Exploratory Search” (Grant No. 71974015).

摘要

[目的/意义] 探索大学生在科研情境下使用人工智能生成内容(AIGC)工具的意图,有助于推动AIGC赋能高等教育实践与科学研究。[方法/过程] 通过目的抽样招募40名大学生进行半结构化深度访谈,运用扎根理论进行三级编码,从长期目标、任务目标、会话目标、交互目标4个层次构建AIGC工具使用意图模型。[结果/结论] 大学生使用AIGC工具的长期目标包括追求成功和避免失败两类基本倾向。任务目标包括获取答案和获取启发两类,根据科研类型和阶段可以细化为面向科研项目、学位论文、学术论文、课程论文在选题、设计、实施、撰写和传播阶段的使用意图。会话目标包括获取对象和获取信息两类。交互目标反映对话动作的意图,包括表达需求和评价回答。同时,从4个意图的层次划分、层次间关系、反映的用户特征及满足的方式角度进行讨论,揭示意图模型的启示作用。

本文引用格式

黄崑 , 赵晨 , 李鸿 , 李蕾 . 科研情境下大学生AIGC工具使用意图模型构建研究[J]. 图书情报工作, 2025 , 69(7) : 53 -66 . DOI: 10.13266/j.issn.0252-3116.2025.07.005

Abstract

[Result/Conclusion] Exploring the intentions of college students to use artificial intelligence generative content (AIGC) tools in the academic context can help promote the scientific use of AIGC tools in higher education. [Method/Process] It randomly recruited 40 college students for semi-structured in-depth interviews, and employed grounded theory to do three-level coding to construct an intentions model for the use of AIGC tools in the academic context from four levels: long-term goals, task goals, conversation goals, and interaction goals. [Result/Conclusion] The results indicate that the long-term goals of college students using AIGC tools include two basic tendencies: pursuing success and avoiding failure. The task goals include obtaining answers and inspiration, which can be refined according to the research stage and type into specific intentions around research projects, thesis, academic papers, and course papers in terms of topic selection, design, implementation, writing, and dissemination. The conversation goals include two types: obtaining objects and obtaining information. The interaction goals reflect the intention behind the interactive actions in the conversation, namely, the expression of needs and the evaluation of responses. Besides, it discusses from the perspectives of the hierarchical and typological classification of intentions, the relationships between levels, the features reflected by intentions, and characteristic of intention research based on AIGC. Finally, it puts forwards enlightening effects of intention models on theoretical research and practical implications.

参考文献

[1] RAHMAN M M, TERANO H J, RAHMAN M N, et al. ChatGPT and academic research: a review and recommendations based on practical examples[J]. Journal of education, management and development studies, 2023, 3(1): 1-12.
[2] 王佑镁, 王旦, 梁炜怡, 等. “ 阿拉丁神灯” 还是“ 潘多拉魔盒”: ChatGPT教育应用的潜能与风险[J]. 现代远程教育研究, 2023, 35(2): 48-56. (WANG Y M, WANG D LIANG W Y, et al. “Aladdin’s Lamp” or “Pandora’s Box”: the potential and risks of Chatgpt’s educational application[J]. Modern distance education research, 2023, 35(2): 48-56.)
[3] 陈晓红, 杨柠屹, 周艳菊, 等. 数字经济时代AIGC技术影响教育与就业市场的研究综述—— 以ChatGPT为例[J/OL]. 系统工程理论与实践:1-13[2023-12-27]. http://kns.cnki.net/kcms/detail/11.2267.N.20231213.1727.004.html. (CHEN X H, YANG N Y, ZHOU Y J, et al. Aigc affecting education and employment in era of digital economy: take ChatGPT as an example[J/OL]. Systems engineering theory & practice:1-13[2023-12-27]. http://kns.cnki.net/kcms/detail/11.2267.N.20231213.1727.004.html.)
[4] 邓莎莎, 李镇宇, 潘煜. ChatGPT和AI生成内容:科学研究应该采用还是抵制[J]. 上海管理科学, 2023, 45(2): 15-20. (DENG S S, LI Z Y, PAN Y. ChatGPT and artificial intelligence generated content: should scientific research be adapted or resisted?[J]. Shanghai management science, 2023, 45(2): 15-20.)
[5] 骆飞, 马雨璇. 人工智能生成内容对学术生态的影响与应 对—— 基于 ChatGPT的讨 论与 分析 [J]. 现代 教育 技术, 2023, 33(6): 15-25. (LUO F, MA Y X. The impact of artificial intelligenee generated content on academic eology and countermeaures: discussion and analysis based on ChatGPT[J]. Modern educational technology, 2023, 33(6): 15-25.)
[6] 刘宝存, 苟鸣瀚. ChatGPT等新一代人工智能工具对教育科研的影响及对策[J]. 苏州大学学报(教育科学版), 2023, 11(3): 54-62. (LIU B C, GOU M H. The impact and countermeasures of ChatGPT on educational scientific research[J]. Journal of Soochow University (educational science edition), 2023, 11(3): 54-62.)
[7] 张根保, 罗天洪, 陈星, 等. 基金类项目策划与申请书撰写实战[M]. 北京: 清华大学出版社, 2024. (ZHANG G B, LUO T H, CHEN X, et al. Project planning and application writing for fundtype projects: a practical guide[M]. Beijing: Tsinghua University Press, 2024.)
[8] MARCHIONINI G. Exploratory search: from finding to understanding[J]. Communications of the ACM, 2006, 49(4): 41-46.
[9] HANIFI K, CETIN O, YILMAZ C. On ChatGPT: perspectives from software engineering students[C]//2023 IEEE 23rd International conference on software quality, reliability, and security (QRS). IEEE, 2023: 196-205.
[10] GRIFFITHS J R, BROPHY P. Student searching behavior and the web: use of academic resources and google[J]. Library trends, 2005, 53(4): 540-554.
[11] KARUNARATNE T, ADESINA A. Is it the new Google: impact of Chatgpt on students’ information search habits[C]//Proceedings of the 22nd European conference on e-learning ECEL. 2023: 147-155.
[12] 张海, 段荟, 王东波. 信息资源管理领域生成式人工智能: 研究现状、研究主题及研究展望[J/OL]. 情报杂志, 1-7[2024-10-03]. http://kns.cnki.net/kcms/detail/61.1167.G3.20240703.1157.004.html. (ZHANG H, DUAN H, WANG D B. Artificial intelligence generative content in information resource management: research status, research topics, and research prospect[J/OL]. Journal of intelligence, 1-7[2024-10-03]. http://kns.cnki.net/kcms/detail/61.1167.G3.20240703.1157.004.html.)
[13] SAIF N, KHAN S U, SHAHEEN I, et al. Chat-GPT: validating technology acceptance model (TAM) in education sector via ubiquitous learning mechanism[J]. Computers in human behavior, 2024, 154: 108097.
[14] 卢新元, 张进澳, 雷晓鹏. 人工智能生成内容环境下用户信息行为研究—— 以对话式搜索引擎为例[J]. 情报理论与实践, 2023, 46(12): 84-92. (LU X Y, ZHANG J A, LEI X P. Research on user’s information behavior in artificial intelligence generated content environment: take a conversational search engine as an example[J]. Information studies: theory & application, 2023, 46(12): 84-92.
[15] 王若佳, 范科鸣, 刘智锋, 等. 生成式人工智能环境下用户信息检索式行为研究[J/OL]. 数据分析与知识发现:1-15[2024-05-07]. http://kns.cnki.net/kcms/detail/10.1478.G2.20240117.1057.008.html. (WANG R J, FAN K M, LIU Z F, et al. A study on user querying behavior in generative artificial intelligence environment[J/OL]. Data analysis and knowledge discovery:1-15[2024-05-07]. http://kns.cnki.net/kcms/detail/10.1478.G2.20240117.1057.008.html.)
[16] 郭亚军, 刘振阳, 郭一若, 等.AIGC大学生用户信息需求研究 —— 以ChatGPT为例[J/OL]. 情报科学, 1-25[2024-06-05]. http://kns.cnki.net/kcms/detail/22.1264.G2.20240403.1514.016.html. (GUO Y J, LIU Z Y GUO Y R, et al. Study on the information needs of college students using AIGC: taking ChatGPT as an example[J/OL]. Information science, 1-25[2024-06-05]. http://kns.cnki.net/kcms/detail/22.1264.G2.20240403.1514.016.html.)
[17] ØSTERLUND C, JARRAHI M H, WILLIS M, et al. Artificial intelligence and the world of work, a co‐constitutive relationship[J]. Journal of the Association for Information Science and Technology, 2021, 72(1): 128-135.
[18] 中国社会科学院语言研究所词典编辑室. 现代汉语词典[M]. 第六版. 北京: 商务印书馆, 2012. (The Dictionary Editorial Office of the Institute of Linguistics, Chinese Academy of Social Sciences, Modern Chinese Dictionary[M]. 6th ed. Beijing: The Commercial Press, 2012.)
[19] 霍恩比. 牛津高阶英汉双解词典[M]. 李北达, 译. 4版. 北京: 商务印书馆, 2002. (HORNBY A S. Oxford advanced learner’s English-Chinese dictionary[M]. LI B D, trans. 4th ed. Beijing: The Commercial Press, 2002.)
[20] MULLEN B, JOHNSON C. The psychology of consumer behavior[M]. America: Lawrence Erlbaum Associates, 1990.
[21] RAZ J. Intention and value[J]. Philosophical explorations, 2017, 20(2): 109-126.
[22] AAJZEN I, FISHBEIN M. Understanding attitudes and predicting social behavior[M]. Paperback ed. Englewood cliffs, N. J: Prentice-hall, 1980.
[23] GRAY S M. Looking for information: a survey of research on information seeking, needs, and behavior[J]. Journal of the Medical Library Association, 2003, 91(2): 259-260.
[24] WU L L, CHUANG Y L, CHEN P Y. Motivation for using search engines: a two‐factor model[J]. Journal of the American Society for Information Science and Technology, 2008, 59(11): 1829-1840.
[25] SHAPIRA B, KANTOR P B, MELAMED B. The effect of extrinsic motivation on user behavior in a collaborative information finding system[J]. Journal of the American Society for Information Science and Technology, 2001, 52(11): 879-887.
[26] CHANG C C, LIN C Y, CHEN Y C, et al. Predicting information‐ seeking intention in academic digital libraries[J]. The electronic library, 2009, 27(3): 448-460.
[27] XIE H. Patterns between interactive intentions and informationseeking strategies[J]. Information processing & management, 2002, 38(1): 55-77.
[28] JANSEN B J, BOOTH D L, SPINK A. Determining the informational, navigational, and transactional intent of web queries[J]. Information processing & management, 2008, 44(3): 1251-1266.
[29] BRODER A. A taxonomy of web search[J]. ACM SIGIR forum, 2002, 36(2): 3-10.
[30] MELANIE K, CAROLYN W, and MICHAEL S. 2007. A field study characterizing web-based information-seeking tasks[J]. Journal of the American Society for Information Science and Technology, 2007, 58(7): 999-1018.
[31] PIROLLI P, CARD S. Information foraging[J]. Psychology review, 1999, 106(4): 643-675.
[32] 陆伟, 周红霞, 张晓娟. 查询意图研究综述[J]. 中国图书馆学报, 2013, 39(1): 100-111. (LU W, ZHOU H X, ZHANG X J. Review of research on query intent[J]. Journal of library science in China, 2013, 39(1): 100-111.)
[33] 刘畅, 宋筱璇. 信息搜索用户检索式行为研究综述[J]. 图书情报工作, 2017, 61(16): 122-134. (LIU C, SONG X X.A Review of research on users’ querying behavior in the information search. Library and information service, 2017, 61(16): 122-134.)
[34] SKJUVE M, FØLSTAD A, BRANDTZAEG P B. The user experience of ChatGPT: findings from a questionnaire study of early users[C]//Proceedings of the 5th international conference on conversational user interfaces. 2023: 1-10.
[35] FIRAINA R, SULISWORO D. Exploring the usage of ChatGPT in higher education: frequency and impact on productivity[J]. Buletin edukasi indonesia, 2023, 2(1): 39-46.
[36] HMOUD M, SWAITY H, HAMAD N, et al. Higher education students’ task motivation in the generative artificial intelligence context: the case of ChatGPT[J]. Information, 2024, 15(1): 33-51.
[37] JISHNU D, SRINIVASAN M, DHANUNJAY G S, et al. Unveiling student motivations: a study of ChatGPT usage in education[J]. ShodhKosh: journal of visual and performing arts, 2023, 4(2): 65-73.
[38] LI Y, CHEN J, ZHOU H, et al. Research on motivation and behavior of ChatGPT use in middle school students[J]. International journal of new developments in education, 2023, 5(19): 69-77.
[39] BELGHITH Y, MAHDAVI GOLOUJEH A, MAGERKO B, et al. Testing, socializing, exploring: characterizing middle schoolers’ approaches to and conceptions of ChatGPT[C]//Proceedings of the chi conference on human factors in computing systems. 2024: 1-17.
[40] CHOI W, ZHANG Y, STVILIA B. Exploring applications and user experience with generative ai tools: a content analysis of reddit posts on ChatGPT[J]. Proceedings of the Association for Information Science and Technology, 2023, 60(1): 543-546.
[41] N G U Y E N T H, W A I Z E N E G G E R L, TECHATASSANASOONTORN A A. “Don’t neglect the user!”: identifying types of human-chatbot interactions and their associated characteristics[J]. Information systems frontiers, 2022, 24(3): 797-838.
[42] 王俊, 谢青伶, 刘畅. 日常生活情境下用户与生成式人工智能交互行为分析[J/OL]. 图书情报知识, 1-11[2024-09-28]. http://kns.cnki.net/kcms/detail/42.1085.G2.20240825.1737.004.html. (WANG J, XIE Q L, LIU C. User’s interaction behavior with generative artificial intelligence in daily life contexts[J/OL]. Documentation, information & knowledge, 1-11[2024-09-28]. http://kns.cnki.net/kcms/detail/42.1085.G2.20240825.1737.004.html.)
[43] XU R, FENG Y, CHEN H. ChatGPT vs. google: a comparative study of search performance and user experience[EB/OL]. [2024-12-10]. https://ssrn.com/abstract=4498671.
[44] LI C H, CHEN K, CHANG Y J. When there is no progress with a task-oriented chatbot: a conversation analysis[C]//Proceedings of the 21st international conference on human-computer interaction with mobile devices and services, 2019: 1-6.
[45] 方奇, 刘奕群, 张敏, 等. 基于群体智慧的Web访问日志会话主题识别研究[J]. 中文信息学报, 2011, 25(1): 35-40. (FANG Q, LIU Y Q, ZHANG M et al. Swarm intelligence based topic identification for sessions in web access log[J]. Journal of Chinese information processing, 2011, 25(1): 35-40.)
[46] GLASER B, STRAUSS A. Grounded theory: the discovery of grounded theory[J]. Sociology the journal of the British sociological association, 1967, 12(1): 27-49.
[47] VAN DER RIJT G A J. Health complaints and the search for health information[J]. Communications, 2000, 25(2): 143-160.
[48] TSENG S Y, YANG C. Development of information searches in risky investment decision: testing a moderating role of income[C]//2011 international conference on information management, innovation management and industrial engineering. Taipei, Taiwan: IEEE, 2011(3): 21-25.
[49] PENROSE L S. Freud’s theory of instinct and other psychobiological theories[J]. The international journal of psychoanalysis, 1931(12): 87.
[50] COVERDALE J H, ROBERTS L W, BALON R, et al. Writing for academia: getting your research into print: AMEE guide No. 74[J]. Medical teacher, 2013, 35(2): e926-e934.
[51] CAO Y, LI S, LIU Y, et al. A comprehensive survey of aigenerated content (aigc): a history of generative ai from Gan to ChatGPT[EB/OL]. [2024-12-10]. https://arxiv.org/abs/2303.04226.
[52] BISWAS S. Role of ChatGPT in computer programming[J]. Mesopotamian journal of computer science, 2023, 2023: 9-15.
[53] ANDERSON L W, KRATHWOHL D R. A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives[M]. Complete edition. New York: Addison Wesley Longman, 2001.
[54] QU C, YANG L, CROFT W B, et al. Analyzing and characterizing userintentin in formation-seeking conversations[C]//The 41st international ACM SIGIR conference on research & development in information retrieval. Michigan: ACM, 2018: 989-992.
[55] WEI Y, LU W, CHENG Q, et al. How humans obtain information from ai: categorizing user messages in human-ai collaborative conversations[J]. Information processing & management, 2022, 59(2): 102838.
[56] KAI-WAH CHU S, LAW N. The development of information search expertise of research students[J]. Journal of librarianship and information science, 2008, 40(3): 165-177.
[57] 黄崑, 张路路, 钟村, 等. 基于OPAC日志的高校图书馆用户提问调整模式研究—— 以北京师范大学图书馆为例[J]. 图书情报工作, 2015, 59(23): 51-58. (HUANG K, ZHANG L L, ZHONG C, et al. Research on the patterns of multiple query reformulations in OPAC logs of domestic university libraries: a case study in the Beijing Normal University library[J]. Library and information service, 2015, 59(23): 51-58.)
[58] BORJI A. A categorical archive of ChatGPT failures[EB/OL]. [2024-12-10]. https://arxiv.org/abs/2302.03494.
[59] PAN L, SAXON M, XU W, et al. Automatically correcting large language models: surveying the landscape of diverse selfcorrection strategies[J]. Transactions of the association for computational linguistics, 2024(12): 484-506.
[60] AXELSSON A, BUSCHMEIER H, SKANTZE G. Modeling feedback in interaction with conversational agents—a review[J]. Frontiers in computer science, 2022(4): 744574.
[61] 陶锋, 刘星辰. 从人机对话到人机交往——人工智能大语言模型的哲学反思[J]. 社会科学战线, 2024(5): 188-199, 282, 294. (TAO F, LIU X C. From man-machine dialogue to manmachine communication: philosophical reflections on large language models of artificial intelligence[J]. Social science front, 2024(5): 188-199, 282, 294.)
[62] ZHAO W, ZHAO Y, LU X, et al. Is ChatGPT equipped with emotional dialogue capabilities?[EB/OL]. [2024-12-10]. https://arxiv.org/abs/2304.09582.
[63] XIE H. Shifts of interactive intentions and information‐seeking strategies in interactive information retrieval[J]. Journal of the American Society for Information Science, 2000, 51(9): 841-857.
[64] FREUD S, STRACHEY J. Beyond the pleasure principle[M]. London: Hogarth Press, 1955.
[65] PINQUART M, EBELING M. Students’ expected and actual academic achievement–a meta-analysis[J]. International journal of educational research, 2020(100): 101524.
[66] 楚爱英, 王梦蝶. 全媒体视域下大学生写作能力现状与提升路径研究[J]. 教育教学论坛, 2024(13): 181-184. (MENG A Y, WANG M D. Research on the current situation and improvement path of college students’ writing ability from the all-media perspective[J]. Education and teaching forum, 2024(13): 181-184.)
[67] 北京日报. 两部门:论文写作成研究生必修课, 禁以学位论文查重代替导师把关[EB/OL]. [2024-06-24]. https://baijiahao.baidu.com/s?id=1679074986982845463&wfr=spider&for=pc. (Beijing daily. Two departments: writing a thesis is a mandatory course for graduate students, and it is prohibited to use plagiarism check for thesis to replace supervision by supervisors[EB/OL]. [2024-06-24]. https://baijiahao.baidu.com/s?id=1679074986982845463&wfr=spider&for=pc.)
[68] RAHMAN M M, TERANO H J, RAHMAN M N, et al. ChatGPT and academic research: a review and recommendations based on practical examples[J]. Journal of education, management and development studies, 2023, 3(1): 1-12.
[69] NGO T T A. The perception by university students of the use of ChatGPT in education[J]. International journal of emerging technologies in learning (online), 2023, 18(17): 4-19.
[70] PUTRA F W, RANGKA I B, AMINAH S, et al. ChatGPT in the higher education environment: perspectives from the theory of high order thinking skills[J]. Journal of public health, 2023, 45(4): e840-e841.
[71] LEE B C, CHUNG J. An empirical investigation of the impact of ChatGPT on creativity[J]. Nature human behaviour, 2024, 8(10): 1906-1914.
[72] PURWASIH W, SAHNAN A. Deviant acts in the use of ChatGPT: an analytical study of student behaviour[J]. Jurnal pemikiran alternatif kependidikan, 2023, 28(2): 235-247.
[73] LANZI P L, LOIACONO D. ChatGPT and other large language models as evolutionary engines for online interactive collaborative game design[C]//Proceedings of the genetic and evolutionary computation conference. 2023: 1383-1390.
[74] VALLIS C, TALEO W, WHEELER P, et al. Collaborative sensemaking with generative AI: a muse, amuse, muse[J]. ASCILITE publications, 2023: 573-577.
[75] OUYANG L, WU J, JIANG X, et al. Training language models to follow instructions with human feedback[J]. Advances in neural information processing systems, 2022, 35: 27730-27744.
[76] TALBOY A N, FULLER E. Challenging the appearance of machine intelligence: cognitive bias in LLMs and best practices for adoption [EB/OL]. [2024-12-10]. https://arxiv.org/abs/2304.01358.
[77] 崔婉秋, 杜军平, 周南, 等. 基于用户意图理解的社交网络跨媒体搜索与挖掘[J]. 智能系统学报, 2017, 12(6): 761-769. (CUI W Q, DU J P, ZHOU N, et al. Social network crossmedia searching and mining based on user intention[J]. CAAI transactions on intelligent systems, 2017, 12(6): 761-769.)
[78] 奥苏贝尔, 余星南, 宋钧, 等. 教育心理学认知观点[M]. 2版. 北京: 人民教育出版社, 1994. (AUSUBEL, YU X N, SONG J, et al. Educational psychology: a cognitive view[M]. 2nd ed. Beijing: People’s Education Press, 1994)
文章导航

/

〈 〉