arXiv cs.CY· Ijaz Ul Haq·· 12 小时前AI 评分31
面向人机共创的教学约束型 LLM 框架：保留学习者自主性与创造力
A pedagogically guided LLM framework for scaffolding human-AI cocreation and preserving learners' agency and creativity
AI 导读
一项研究提出认知-教学框架，从教育者批准的共创活动规格推导出受教学约束的 LLM 行为，为每个任务定义认知与元认知目标、教学目标和学习者自有产出。框架以 Viacocrea 的六个阶段及 Plan Brainstorming、基于 PPCo 的 Build 活动为例，通过四条转换规则确定允许的支持、时机、反馈范围与禁止项。
正文
Abstract:Large language models (LLMs) can generate alternatives, elaborate ideas and supply rationales, overlapping with cognitive work learners are expected to perform. However, human-AI cocreation still lacks a mechanism for determining how AI can scaffold learners' creative decision-making. This study develops a cognitive-pedagogical framework for deriving the behaviour of a pedagogically constrained LLM from an educator-approved specification of each activity in a cocreative process in project-based learning. The creative-process phase supplies the activity's purpose, typical processes and pedagogical conditions; the active section of a creative technique specifies how the group works on its ideas. For each task, an educator approves four fields: a cognitive and metacognitive objective, a pedagogical objective, the task and group artefact as context, and the learner-owned product. The objective identifies the creative operations and decisions about progress, focus, criteria and next steps that remain with the group. Four translation rules derive permitted support, timing, feedback scope and prohibitions. The framework is illustrated with Viacocrea's six phases and two activities: Plan Brainstorming and a constructed Build activity using PPCo (Pluses, Potentials, Concerns, Overcoming concerns). In the proposed workflow, a controller applies the approved specification to student requests and feedback offers. Prompt engineering and approved pedagogical guidance retrieved through retrieval-augmented generation (RAG) inform a draft, which is checked for form, pedagogical function and safety before delivery. The worked examples illustrate how support can differ between activities while its constraints remain traceable to educator decisions. The framework offers educators and researchers a reusable way to derive LLM support from creative activities while preserving learners' agency and creativity.
| Subjects: | Computers and Society (cs.CY) |
| Cite as: | arXiv:2610.33051 [cs.CY] |
| (or arXiv:2610.33051v1 [cs.CY] for this version) | |
| https://doi.org/10.48550/arXiv.2610.33051 arXiv-issued DOI via DataCite |
Submission history
From: Ijaz Ul Haq Dr [view email]
[v1]
Sun, 18 Oct 2026 15:44:19 UTC (732 KB)
来源：arXiv cs.CY · arxiv.org