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在生成式人工智能(GAI)快速演进的背景下,如何有效借助其优势,推动学生创造性思维的发展,已成为教育研究的前沿议题。然而,现有研究中普遍存在生成式人工智能与思维发展耦合路径不清晰、技术应用缺乏教学落地性的困境。为此,该文构建了一个面向创造性问题解决的多智能体协同系统,围绕认知过程与心理动因双重逻辑,设计六类核心智能体,并通过动态调度机制与“任务—知识—思维”三层知识图谱,为学生创造性思维的发展提供支持。并通过四轮准实验研究,比较了该系统与单一智能体在大学生创造性问题解决中的应用效果。结果表明:学生的创造性思维整体呈显著提升,且实验组显著优于对照组,差距随任务推进逐步扩大。事后比较进一步揭示,创造性思维的跃迁主要发生在中后段阶段。研究证明,多智能体协同系统支持能够在持续交互中有效激活与重组学生的思维表征,推动创造性思维由渐进发展走向阶段性跃迁。
Abstract：Amid the rapid evolution of generative artificial intelligence(GAI),how to effectively leverage its affordances to foster students' creative thinking has emerged as a frontier issue in educational research. However, existing studies often suffer from unclear coupling pathways between GAI and thinking development,as well as a lack of pedagogical grounding for technological applications. To address these gaps, this study constructs a multi-agent collaborative system oriented toward creative problem solving. The system is designed around the dual logics of cognitive processes and psychological drivers, incorporating six core agents, a dynamic scheduling mechanism, and a three-layer “ task – knowledge –thinking” knowledge graph to provide systematic creative support for learners. A quasi-experimental study with four task rounds was conducted to compare the effectiveness of this system with that of a single-agent model in supporting undergraduates' creative problem solving. Results indicate that students' creative thinking improved significantly overall, with the experimental group outperforming the control group and the performance gap widening progressively across tasks. Post hoc analyses further reveal that the leap in creative thinking occurred primarily in the middle-to-late stages of the tasks. These findings demonstrate that multi-agent support can effectively activate and reorganize students' cognitive representations through sustained interaction, thereby facilitating a transition in creative thinking from gradual development to stage-based leaps.
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基本信息:
中图分类号:G434
引用信息:
[1]王兆雪,武法提,郭子涵,等.创造性思维的跃迁:基于生成式人工智能的多智能体协同系统构建与应用[J].中国电化教育,2025,No.467(12):1-10+40.
基金信息:
北京师范大学教育学部2024年学生科研基金项目“生成式人工智能赋能创造性问题解决能力培养的模型构建与应用研究”(项目编号:2412216); 2021年度国家自然科学基金面上项目“同步直播课堂中基于多模态数据的学习者专注度评估及其演化机制研究”(项目编号:62177008)阶段性研究成果