體驗區
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| 篇名 |
人机协同教学：基于虚拟化身、数字孪生和教育机器人场景的路径设计
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| 並列篇名 |
Intelligent Human-Machine Synergy in Collaborative Teaching of Intelligent Era: Path Design Based on Avatar, Digital Twin, and Robot
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| 作者 |
黄荣怀(HUANG Ronghuai)
、刘德建(LIU Dejian)
、阿罕默德•提利利(Ahmed Tlili)
、张国良(ZHANG Guoliang)
、陈莺(CHEN Ying)
、王欢欢(WANG Huanhuan)
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| 中文摘要 |
生成式人工智能推动智能社会加速演进，智能技术赋能教育正引发教育组织和服务模式的深刻变革。教学实践转向教师智能和机器智能的互补与融合，人机协同教学将成为未来主流教学方式，以适应智能时代个性化、高效率、包容性和多元化教学需求。为释放人机协同教学潜能，推动其安全有序发展，本研究基于“计算机作为社会行动者”理论和人机协同教学的探索实践，分析物理空间、虚拟空间和混合空间中人机协同教学的典型形态，界定人机协同教学的内涵和关键场景，构建人类教师与教育机器人、虚拟化身/代理和数字孪生有机联动的人机协同教学框架——iSTAR。该框架将人机协同教学的实践层次分为人使用机器、基本人机协作、双重人机协作和复杂人机协作四个级别，强调以人为本妥善规划人机协同教学路径，包括从数据采集到人机交互的全流程合理设计，机器使能规范、伦理与数字素养保障，以及社会实验驱动的技术准入、场景规范和影响评估等，以期为智能时代人机协同教学发展提供理论借鉴和行动指南。
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| 英文摘要 |
Generative artificial intelligence (AI) is driving the rapid evolution of intelligent society, while AI-enhanced education is leading the profound transformation of educational organization and service mode. Educational practices are shifting towards the complementarity and integration of human intelligence and machine intelligence. Intelligent Human-Machine Synergy in Collaborative Teaching (IHMSCT) is poised to become the mainstream teaching form in the future, catering to the diverse needs of personalized, efficient, and inclusive education in intelligence era. This study integrates the guidance of the "Computers are Social Actors" theory (CASA) and the revelation of related practice cases to release the potential of IHMSCT and promote its safe and gradual development. It analyzes the practice forms of IHMSCT in physical space, virtual space, and mixed space, defines the essence and key scenarios of IHMSCT, and proposes the framework of Intelligent Synergies between Humans, Digital twins, Avatars/Agent, and Robots (iSTAR). The iSTAR framework categorizes the practice levels of IHMSCT into four tiers: Human-Utilize machine (HUM), Human-Machine Collaboration (HMC), Dual Human-Machine Collaboration (HM2C), and Complex Human-Machine Collaboration (HMnC). Meanwhile, it emphasizes the human-centered ideology in planning the development pathway of iSTAR, including the reasonable design in the entire process from data collection to human-machine interaction, assurance of technologies norms, ethics, and digital literacy, as well as technology admission, scenarios, and impact assessment driven by social experiment. The iSTAR framework can provide a theoretical foundation and action guidelines for the development of IHMSCT in intelligence era.
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| 頁次 |
004-014
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| 關鍵詞 |
人机协同
、协作教学
、虚拟化身
、数字孪生
、教育机器人
、human-machine synergy
、collaborative teaching
、Avatar
、digital twin
、robot
、CSSCI
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| 卷期 |
29:6
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| 日期 |
202312
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j.cnki.kfjyyj.2023.06.001
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