arXiv cs.AI· Candace Walkington, Mingyu Feng, Itffini Pruitt-Britton, Theodora Beauchamp, Andrew Lan·· 1 天前AI 评分31
教师是否该在环？生成式 AI 个性化任务在中学数学课堂的研究
Should There be a Teacher In-the-Loop? A Study of Generative AI-Personalized Tasks Middle School
AI 导读
7 名中学数学教师用 ChatGPT 为学生创建个性化数学题，研究发现教师介入（teacher-in-the-loop）时个性化往往停留在较粗的颗粒度，而学生更偏好包含具体流行文化梗的细颗粒度内容。教师通过提示词调整流行文化引用，并处理生成题目在深度、伦理或真实性上的问题，部分教师展现出认知能动性。研究还探讨了教师端个性化的可扩展性权衡与提示词实践模式。
正文 · 原文
Abstract:Large language models can be used to design instructional tasks to align to students needs. These generative AI models can create tasks that correspond to students out-of-school interests in areas like sports or music, which may enhance students interest in learning. However, little is known about teachers processes for creating or modifying tasks with generative AI, despite commercial AI companies claims that they will save teachers time. In the present study, 7 middle school mathematics teachers used ChatGPT to create personalized versions of problems in their curriculum to correspond to their students interests. The prompting moves teachers made and their students open-ended feedback on personalized problems were examined through thematic analysis. Teachers efficiency when creating problems and the ratings of their 7th grade students who received personalized assignments were examined. Results from this sample suggest that having a teacher-in-the-loop may result in generative AI-enhanced personalization being enacted at a broad grain size, whereas students often expressed preference for a smaller grain-size where they receive specific popular culture references that interest them. Teachers used prompting to adjust popular culture references and address issues with the depth, ethics, or realism of the problems generated, in some cases showing epistemic agency. The article closes with an exploratory, design-focused look at scalability trade-offs with teacher-facing personalization, patterns of teacher prompting practices, and opportunities for teachers to exercise epistemic and ethical monitoring of personalization outputs.
| Subjects: | Computers and Society (cs.CY); Artificial Intelligence (cs.AI) |
| Cite as: | arXiv:2602.15876 [cs.CY] |
| (or arXiv:2602.15876v2 [cs.CY] for this version) | |
| https://doi.org/10.48550/arXiv.2602.15876 arXiv-issued DOI via DataCite |
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| Journal reference: | Educational Technology Research & Development (2026) |
| Related DOI: | https://doi.org/10.1007/s11423-026-10756-2
DOI(s) linking to related resources |
Submission history
From: Candace Walkington [view email]
[v1]
Mon, 2 Feb 2026 19:36:38 UTC (4,167 KB)
[v2]
Wed, 11 Nov 2026 22:10:09 UTC (827 KB)
来源：arXiv cs.AI · arxiv.org