在这项研究,中，我们对基于人工智能的学习助手(Syntea)在高等教育中的使用进行了大规模的描述性分析。根据参加远程学习, 的 77,543 名学生的客观日志数据，我们检查了跨性别, 年龄组, 学习集群, 学位, 和学习模式的使用模式。迄今为止, 现有的教育聊天机器人研究在很大程度上依赖于相对较小的样本和自我报告的调查数据,，而有关实际使用行为的大规模证据仍然有限。我们的研究结果表明，Syntea 已经融入了许多学习者的学习习惯中,，但其使用情况因人口和结构背景而异。通过识别这些模式,，我们的研究为进一步发展基于人工智能的学习支持提供了实证基础，并有助于对高等教育中教育聊天机器人的使用情况进行大规模分析。
In this study, we present a large-scale descriptive analysis of the use of an AI-based learning assistant (Syntea) in higher education. Based on objective log data from 77,543 students enrolled in distance studies, we examine usage patterns across gender, age group, study cluster, degree, and study mode. To date, existing research on educational chatbots has largely relied on comparatively small samples and self-reported survey data, while large-scale evidence on actual usage behavior remains limited. Our findings show that Syntea is already embedded in the study routines of many learners, but that usage differs across demographic and structural contexts. By identifying these patterns, our study provides an empirical basis for the further development of AI-based learning support and contributes a large-scale analysis of educational chatbot usage in higher education.
科目:人工智能(cs.AI);人机交互(cs.HC)
Subjects: Artificial Intelligence (cs.AI); Human-Computer Interaction (cs.HC)