واکاوی جنبه‌های کاهشی و افزایشی استفاده چت بات های هوش مصنوعی و کاربرد چندگانه آن ها در آموزش عالی با رویکرد پساپدیدارشناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجو دکتری، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران

2 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران

10.22080/eps.2025.29615.2355

چکیده

هدف: امروزه هوش مصنوعی نقش مهمی در آموزش عالی ایفا می‌کند. هدف این پژوهش بررسی تجارب دانشجویان در استفاده از چت‌بات‌های هوش مصنوعی است و تلاش می‌کند تا درک بهتری از نحوه شکل‌گیری این تجارب و تاثیرات آن بر فرایند یادگیری و تعاملات آموزشی ارائه دهد.
روش‌شناسی: طرح پژوهش کیفی از نوع پساپدیدارشناسی و روش نمونه‌گیری هدفمند از نوع معیار بود. پس از مصاحبه با 15 دانشجو، مصاحبه با اشیاء و مشاهدات پژوهشگران، داده ها بر اساس مفاهیم پساپدیدارشناسی (وساطت فناورانه، کاربرد‌های چندگانه فناوری و روابط چهارگانه) و با استفاده از روش تحلیل مضمون و  نرم افزار MAXQDA2020 تحلیل شد.
یافته‌ها:  از منظر ساختارهای افزایشی، چت‌بات‌های هوش مصنوعی سبب صرفه‌جویی در زمان، بهبود کیفیت نوشته‌ها، کاهش هزینه‌ها، دریافت پاسخ‌های فوری و بازخورد سریع شده‌اند. در‌مقابل ساختارهای کاهشی شامل ارجاع به منابع غیرواقعی، گنجاندن مطالب نادرست در متون و انجام نادرست مقالات،  تضعیف اصالت نوشته‌ها، کاهش مسئولیت‌پذیری، کم شدن  تعاملات انسانی، تنبلی و افت تفکر انتقادی بود. همچنین بر اساس یافته ها، روابط مختلفی نظیر غیریت و تجسد بین دانشجویان و چت‌بات‌های هوش مصنوعی شکل می‌گیرد.
نتیجه‌گیری و پیشنهادها: چت‌بات‌ها جنبه‌های افزایشی مفیدی برای آموزش عالی به ارمغان آورده‌اند. با این حال، اساتید و دانشجویان باید به جنبه‌های منفی و محدودیت‌های آن توجه کنند تا بتوانند به شیوه‌ای مؤثرتر از این فناوری در فرآیند آموزش و یادگیری بهره‌برداری کنند.
 نوآوری و اصالت:  برای نخستین‌بار تجربه زیسته دانشجویان از چت‌بات‌های هوش مصنوعی با استفاده از رویکرد پساپدیدارشناسی تحلیل می‌شود و هم‌زمان دلالت‌های این تجربه بر مؤلفه‌های برنامه‌ریزی آموزشی نیز استخراج می‌گردد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

An Analysis of the Diminishing and Expanding Aspects of AI Chatbot Usage and Their Multifaceted Applications in Higher Education from a Post-Phenomenological Perspective

نویسندگان [English]

  • hasan khajeh 1
  • mohsen ayati 2
1 PhD Student, Department of Educational Sciences, Faculty of Behavioral Sciences, University of Birjand, Iran
2 Association Professor, Department of Educational Sciences, Faculty of Behavioral Sciences, University of Birjand, Iran
چکیده [English]

Aim: Today, artificial intelligence plays a significant role in higher education. The aim of this study is to deeply explore students’ experiences in using AI-powered chatbots and to provide a better understanding of how these experiences are formed and how they influence the learning process and educational interactions.
Methodology: The research design was qualitative and based on a post-phenomenological approach, using purposive criterion sampling. After conducting interviews with 15 students, along with object interviews and researchers' observations, the data were analyzed based on post-phenomenological concepts—technological mediation, multistability of technology, and the fourfold relations—using thematic analysis and MAXQDA 2020 software.
Results: From the perspective of additive structures, AI chatbots have led to time-saving, improved writing quality, reduced costs, instant responses, and rapid feedback. In contrast, the subtractive structures include referencing non-existent sources, inserting inaccurate content into texts, incorrect completion of assignments, weakening the originality of writing, reduced sense of responsibility, decreased human interaction, increased laziness, and a decline in critical thinking. Additionally, based on the findings, various types of relationships—such as alterity and embodiment—emerge between students and AI chatbots.
Conclusions and suggestions: Chatbots have brought valuable additive aspects to higher education. However, instructors and students need to be mindful of their negative aspects and limitations in order to make more effective use of this technology in the teaching and learning process.
Innovation and originality: For the first time, students' lived experiences with AI chatbots are analyzed using a post-phenomenological approach, while simultaneously exploring the implications of these experiences for the components of educational planning.

کلیدواژه‌ها [English]

  • Post-phenomenology
  • Educational planning
  • Higher Education
  • Artificial intelligence
  • Chatbot

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مطالعات برنامه ریزی آموزشی
دوره 14، شماره 27
شهریور 1404
صفحه 211-236

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  • تاریخ دریافت: 15 تیر 1404
  • تاریخ بازنگری: 29 تیر 1404
  • تاریخ پذیرش: 06 مرداد 1404

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