大学生AI学习助手使用中的伦理认知偏差及情境化视频干预研究
Ethical Cognitive Biases in College Students’ Use of AI Learning Assistants and Situational Video Intervention Research
DOI: 10.12677/ap.2026.168382, PDF,    科研立项经费支持
作者: 冀思语, 于战宇：江苏师范大学教育学部，江苏 徐州
关键词: 大学生；AI伦理；认知偏差；情境化干预；College Students； AI Ethics； Cognitive Bias； Contextualized Intervention
摘要: 人工智能(AI)工具在大学生中被广泛应用，但学生在使用AI学习助手时普遍存在伦理认知偏差问题。本研究采用文献综述与理论建构的方法，整合认知偏差理论、CAC理论(认知–情感–意动模型)与情境学习理论，在系统分析国内外相关研究进展的基础上，从认知自主性侵蚀、抄袭边界模糊、数据隐私意识薄弱三个维度构建大学生AI伦理认知偏差的分析框架与干预模型，为未来通过实验设计验证情境化视频干预的有效性提供理论依据与实践方案。
Abstract: Artificial Intelligence (AI)tools are widely used among college students, yet ethical cognitive biases are prevalent when students utilize AI learning assistants. Employing methods of literature review and theoretical construction, this study integrates Cognitive bias theory, the CAC (Cognition-Affect-Conation) model and Situated learning theory. Based on a systematic analysis of relevant research progress both domestically and internationally, it constructs an analytical framework and intervention model for college students’ ethical cognitive biases in AI use from three dimensions: erosion of cognitive autonomy, blurring of plagiarism boundaries, and weak awareness of data privacy. This work provides a theoretical basis and practical plan for verifying the effectiveness of contextualized video interventions through experimental design in the future.
文章引用：冀思语, 于战宇 (2026). 大学生AI学习助手使用中的伦理认知偏差及情境化视频干预研究. 心理学进展, 16(8), 130-141. https://doi.org/10.12677/ap.2026.168382

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