arXiv cs.AI· Qing Xiao, Ruiwei Xiao, Hanqi Jane Li, Phenyo Phemelo Moletsane, Xinying Hou, John Stamper, Hong Shen·· 13 小时前AI 评分26
K-12 教师如何让生成式 AI 适配本地课堂：GenAI 默认文化与日常教学实践的文化距离
How K-12 Teachers Adapt Generative AI to Local Classroom Demands: Cultural Distance Between GenAI Defaults and Everyday Teaching Practices
AI 导读
一项访谈研究提出"文化距离"框架，衡量生成式 AI 默认文化供给与教师本地教学需求之间的落差。研究者访谈了南非、台湾、美国各 10 名共 30 名高频使用 GenAI 的 K-12 教师，按教师投入的努力及能否产出可用结果划分出低（小幅修改）、中（持续提示与修订）、高（语言不支持、知识未数字化或政策过滤导致的结构性缺口）三个层级。
正文 · 原文
Abstract:Generative AI (GenAI) is entering K-12 classrooms, but its default culture does not always fit local teaching. Existing accounts either treat this misfit as macro-level structural bias or examine it through single-case studies; neither captures how much work teachers must do to make outputs usable across tasks. This exploratory, theory-building qualitative study introduces cultural distance, the gap between GenAI's default cultural repertoire and the situated demands of teachers' practice. Through interviews with 30 K-12 teachers who frequently use GenAI, 10 each from South Africa, Taiwan, and the United States, we identified three levels defined by the effort teachers invested and whether it yielded a usable output: low (minor edits), mid (sustained prompting and revision), and high (structural gaps rooted in unsupported languages, undigitized knowledge, or policy filters that no teacher effort can close). We present cultural distance as a promising framework requiring further examination and draw implications for designers, policymakers, and educators.
| Comments: | 39 pages, 2 figure |
| Subjects: | Human-Computer Interaction (cs.HC); Artificial Intelligence (cs.AI) |
| Cite as: | arXiv:2509.10780 [cs.HC] |
| (or arXiv:2509.10780v2 [cs.HC] for this version) | |
| https://doi.org/10.48550/arXiv.2509.10780 arXiv-issued DOI via DataCite |
Submission history
From: Ruiwei Xiao [view email]
[v1]
Sat, 13 Sep 2025 01:57:48 UTC (898 KB)
[v2]
Tue, 27 Oct 2026 02:24:15 UTC (1,173 KB)
来源：arXiv cs.AI · arxiv.org