AI融入课堂：课堂专注力困境与对策

doi:10.12677/ae.2026.1691917

期刊菜单

AI融入课堂：课堂专注力困境与对策
AI Integration in Classroom: The Classroom Distraction Dilemma and Countermeasures

DOI: 10.12677/ae.2026.1691917, PDF, 科研立项经费支持
作者: 林正奇, 周立帅, 田逸品^*, 张欢：上海外国语大学贤达经济人文学院外语学院，上海
关键词: 课堂分心；AI融入课堂；人工智能；大学生；策略；Classroom Distraction； AI Integration in Classroom； Artificial Intelligence； College Students； Strategy

摘要: 人工智能在当前高校教学中是一种有效的工具，但其应用往往因课堂内智能手机成瘾而干扰使用者对学习活动的专注力，从而导致课堂分心。教育者和学习者有必要在应用AI技术与电子设备的同时，避免课堂分心和手机成瘾。本研究旨在探究高校课堂中课堂分心的成因及对策策略。本研究采用准实验设计，设有对照组和实验组，分析了大学生在AI辅助英语课堂中的课堂分心情况。学生的课堂分心程度通过智能手机分心量表(SDS)进行量化。实验组的课堂分心通过行为、技术和环境策略进行干预。本研究发现，干预策略未能显著改变学生的课堂注意力水平，但过程性观察和学生反馈提供了有价值的线索。课堂中的课堂分心主要由三个主观原因和四个客观原因造成。在干预过程中，出现了六种戒断反应。尽管三种策略在低频应用下效果不显著，但它们仍在活跃课堂氛围方面发挥了明显作用，且与数字专注力进步学生的课外自我干预策略有较多相似处。数字专注力有进步的学生与退步学生的主要差异在于自我调节能力和学习动机。三种干预策略的显著效果可能取决于三个前提条件：高频率的干预、自我调节能力和学习动机。

Abstract: AI serves as an effective tool in present teaching and learning, yet its application often leads to classroom distraction by disrupting users’ attention to learning activities for smartphone addiction. It’s necessary for educators and learners to apply AI-tech and devices while avoiding classroom distraction and addiction. This study aims to explore the causes of classroom distraction and strategies to mitigate it. This study utilizes a quasi-experiment with control and experimental groups to analyze the classroom distraction among college students in AI-assisted English course. The students’ classroom distraction was quantified by Smartphone Distraction Scale (SDS). The classroom distraction of experimental group was intervened with strategies, including behavioral, technical and environmental interventions. This research found that the strategies were insignificant, but research observation and students’ feedback offered valuable clues. The distraction in classroom is mainly caused by 3 subjective and 4 objective reasons. During intervention, 6 types of withdrawal reactions appeared. Although the effect of the 3 strategies is not significant for low application frequency, they still played obvious role in motivating classroom atmosphere. The main difference between improved and declining students is self-regulation ability and learning motivation. The significant effect of the 3 intervention strategies might depend on 3 preconditions: high frequency of intervention, self-regulation ability and learning motivation.

文章引用：林正奇, 周立帅, 田逸品, 张欢. AI融入课堂：课堂专注力困境与对策[J]. 教育进展, 2026, 16(9): 398-411. https://doi.org/10.12677/ae.2026.1691917

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