Хиймэл оюун ухаан ба оюутны суралцахуй дахь шинэ сонголт (МУИС-ийн оюутнуудын жишээн дээр)
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https://doi.org/10.65168/:
өрийгөө удирдан суралцах чадвар, хиймэл оюун ухаан, өөрийгөө удирдан суралцах чадвар, дотоод зорилго, танин мэдэхүйн өөрийн зохицуулалт, хүчин чармайлтХураангуй
Энэхүү судалгаанд МУИС-ийн нэгдүгээр курсийн 316 оюутныг хамруулж, анхдагч өгөгдлийг 2026 оны 4-р сард цахим асуулгын аргаар цуглууллаа. Оюутнуудын өөрийгөө удирдан суралцах чадварын хүчин зүйлс нь, хиймэл оюун ухааныг хичээлдээ хэрэглэх байдалд хэрхэн нөлөөлж буйг хамаарлын болон олон хүчин зүйлийн шугаман регрессийн шинжилгээгээр (Multiple Linear Regression) шинжлэн тодорхойлов.
Шинжилгээний үр дүнгээс үзэхэд боловсруулсан регрессийн загвар статистик ач холбогдолтой (F(3, 312) = 8.791, p < 0.001) гарсан хэдий ч тодорхойлогч коэффициент (R2 = 0.078, Adjusted R² = 0.069) буюу тайлбарлах чадвар харьцангуй бага түвшинд байна.
Дэвшүүлсэн таамаглалуудаас зөвхөн дотоод зорилго нь хиймэл оюун ухааны хэрэглээнд статистик ач холбогдол бүхий эерэг нөлөө үзүүлж байна (β = 0.228, p < 0.01). Харин танин мэдэхүйн өөрийн зохицуулалт (β = -0.019, p = 0.810) болон Хүчин чармайлт (β = 0.107, p = 0.127) нь хиймэл оюун ухааны хэрэглээний түвшинг урьдчилан таамаглахад статистик ач холбогдолгүй болох нь тогтоогдов.
Энэхүү үр дүн нь нэгдүгээр курсийн оюутнуудын технологийн хэрэглээг гадны хяналтын механизмаар хязгаарлахаас илүүтэйгээр тэдний суралцах дотоод сэдлийг өдөөх нь хиймэл оюун ухааныг стратегийн "сэтгэлгээний түнш" болгон ашиглахад хамгийн оновчтой практик шийдэл болохыг дэмжиж байна.
Ном зүй
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