生成式人工智能影响大学生学习的作用机制 ——AI素养、自我调节学习与认知卸载的整合性综述

王晨

doi:10.70693/202609223645

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生成式人工智能影响大学生学习的作用机制 ——AI素养、自我调节学习与认知卸载的整合性综述

How Generative Artificial Intelligence Affects University Students’ Learning An Integrative Review of AI Literacy, Self-Regulated Learning, and Cognitive Offloading

作者：王晨

单位：江西枫林涉外经贸职业学院

卷期：2026年10月-2卷10期

DOI：10.70693/202609223645

页码：151-157

发布时间：2026-10-05

总浏览量：135

摘要

生成式人工智能支持下的作品改善能否转化为独立能力，需要结合具体学习过程判断。本文采用问题导向的整合性综述，比较实证研究、学位论文与机构调查的测量对象、观察时间和教学条件，考察AI素养、自我调节学习与认知卸载的联系。现有证据支持部分技术辅助表现和即时学习收益，但连续任务及多波调查尚不足以证明长期技能衰退。具体分析以课程目标为依据，分别考察学生原有的评价能力、任务中的行动调整，以及人与AI各自承担的工作。工具介入后，学生能否继续完成必要的判断、重构和练习，是认知增强与认知替代两种解释的分界。教师同伴回应、时间压力、工具机会及授权范围可能改变这一过程。为检验上述关系，文章给出事件级测量预研、分层比较及课程评价方案，结合独立测评与反例分析，并讨论多模态、智能体及实操课程的适用条件。两条路径仍需跨任务检验。

关键词

生成式人工智能；大学生学习；AI素养；自我调节学习；认知卸载；认知责任

Abstract

Whether improved work produced with generative artificial intelligence (AI) translates into independent competence needs to be examined through the learning process. This problem-oriented integrative review compares empirical studies, a thesis, and institutional surveys in terms of their measures, observation periods, and instructional conditions to examine the relationships among AI literacy, self-regulated learning, and cognitive offloading. Existing evidence supports some gains in AI-assisted performance and immediate learning, but repeated tasks and multi-wave surveys do not establish long-term skill decline. Using course objectives as a reference, the analysis distinguishes students’ prior evaluative abilities, adjustments made during tasks, and the work undertaken by students and AI. The distinction between cognitive augmentation and cognitive substitution depends on whether students continue to exercise the judgment, reconstruction, and practice required for the target competence after AI is introduced. Teacher and peer responses, time pressure, access to tools, and delegated permissions may influence this process. The article proposes preliminary work on event-level measurement, stratified comparisons, and course assessment, combining independent assessment with the analysis of counterexamples. It also considers the conditions under which the framework may apply to multimodal AI, agents, and practical courses. Both pathways require testing across tasks.

Keywords

generative artificial intelligence; university student learning; AI literacy; self-regulated learning; cognitive offloading; cognitive responsibility

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引用本文

王晨. 生成式人工智能影响大学生学习的作用机制 ——AI素养、自我调节学习与认知卸载的整合性综述[J]. 人文与社会科学学刊. 2026, 2 (10): 151-157. DOI: 10.70693/202609223645.

APA引用

王晨. (2026). 生成式人工智能影响大学生学习的作用机制 ——AI素养、自我调节学习与认知卸载的整合性综述. 人文与社会科学学刊, 2 (10), 151-157. https://doi.org/10.70693/202609223645

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