教师能否按预期配置教育 AI 聊天机器人？基于 27 名初中教师的配置与交互日志研究
Will It Teach as Intended? How Teachers Configure Educational AI Chatbots
一项针对 27 名初中教师的专业发展工作坊研究分析了教师配置教育 AI 聊天机器人的意图与实际行为的一致性。配置分析显示，Purpose 主要承载教学目标与内容重点，Rules 更多规定教学行为、防护边界和学习者适配。基于日志的评估发现，响应性（88.9%）和人格设定（81.5%）的一致性高于规则（70.4%）和目的（59.3%），表明仅靠可配置控件无法保证教学保真度。
arXiv:2609.29993v2 Announce Type: replace Abstract: Teachers are increasingly using generative AI to support instruction, yet it remains unclear how pedagogical intentions are translated into chatbot configurations and reflected in chatbot behavior. We studied a teacher-facing chatbot authoring tool in professional development workshops with 27 middle school teachers, analyzing focus-group interviews alongside configuration and interaction logs. Teachers envisioned chatbots as instructional scaffolds that could provide differentiated support, extend access to assistance, and preserve student thinking within teacher-defined boundaries. Configuration analysis showed that Purpose primarily captured instructional goals and content focus, whereas Rules more often specified pedagogical behavior, guardrails, and learner-specific adaptations. Log-based evaluation showed stronger alignment for responsiveness (88.9%) and persona (81.5%) than for rules (70.4%) and purpose (59.3%). These findings show that configurable controls alone do not ensure pedagogical fidelity and highlight the need for authoring tools that help teachers express, test, and refine intended chatbot behavior.
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来源：arXiv · Human-Computer Interaction · arxiv.org