Journal of East China Normal University(Educational Sciences) ›› 2022, Vol. 40 ›› Issue (9): 67-77.doi: 10.16382/j.cnki.1000-5560.2022.09.007

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Artificial Intelligence for Knowledge Understanding: An Empirical Study Aimed at Conceptual Change

Hua Du1, Xiaoqing Gu2   

  1. 1. Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, Zhejiang, 321004
    2. Department of Education Information Technology, East China Normal University, Shanghai, China, 200062
  • Online:2022-09-01 Published:2022-08-24

Abstract:

Understanding is widely regarded as an important value pursuit in education. “Teaching for understanding and learning for understanding” has become a consensus. Knowledge understanding is the basis of concept transformation, the premise of knowledge application and innovation, the key to the development of learners’ higher-order thinking, and the aim of deep learning. At present, when human education is transforming to intelligent education, artificial intelligence can enhance personalized learning, enrich the presentation form of knowledge, support man-machine collaborative learning, and create real learning situations, which brings many possibilities for promoting learners’ knowledge understanding. Based on this background, the authors conduct an empirical study which aims to explore the influence of artificial intelligence learning environment on learners’ conceptual change. The results show that the intelligent learning environment has a positive promoting effect on learners’ conceptual change.

Key words: aritficial intelligence, knowledge understanding, conceptual change