课堂学习投入智能测量的研究现状、困境与突破

魏艳涛^1,2  徐  琦^1,2  师亚飞³  刘清堂^1,2  祝翔祺^1,2

（1.华中师范大学 数字教育湖北省重点实验室，湖北 武汉 430079；2.华中师范大学 人工智能教育学部，湖北 武汉 430079; 3.河南师范大学 教育学部，河南 新乡 453007）

【摘  要】课堂学习投入的智能测量是实施精准教学评价与干预的重要依据。实现课堂学习投入智能测量需要回答测什么、用什么测、如何测三个关键问题。对此，文章聚焦客观数据驱动的课堂学习投入智能测量现状，采用系统性文献综述法，梳理了课堂学习投入的测量模态、数据特征与测量方法。研究发现，当前主要面临非侵入式测量理论发展滞后、多模态特征融合冲突、生成式测量专用模型缺乏以及复杂投入状态因果解释模糊等困境。为促进学习投入测量朝着智能化、精准化和可解释的方向发展，突破途径应聚焦学习投入的可计算的理论模型、可验证的数据表征、可调优的生成式测量和可解释的因果推断等方面。

【关键词】课堂学习投入；智能测量；数据表征；测量方法

Intelligent Measurement of Classroom Learning Engagement: Advances, Challenges and Breakthroughs

WEI Yantao^{1, 2}, XU Qi^{1, 2}, SHI Yafei³, LIU Qingtang^{1, 2} and ZHU Xiangqi^{1, 2}

(1. Hubei Provincial Key Laboratory of Digital Education, Central China Normal University, Wuhan 430079, China; 2. Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China; 3. Faculty of Education, Henan Normal University, Xinxiang 453007, China)

Abstract: Intelligent measurement of classroom learning engagement serves as an important basis for implementing precision teaching evaluation and intervention. Realizing intelligent measurement of classroom learning engagement requires addressing three key questions: what to measure, with what to measure, and how to measure. In response, this article focuses on the current status of objective data-driven intelligent measurement of classroom learning engagement, employing a systematic literature review method to synthesize the measurement modalities, data characteristics, and measurement methods of classroom learning engagement. It identifies current challenges, including conflicts in multimodal feature fusion, a lack of specialized generative measurement models, and ambiguous casual explanation of complex engagement states. To promote the development of learning engagement measurement toward intelligence,precision, and interpretability, breakthroughs could concentrate on computable theoretical models of learning engagement, verifiable data representations, tunable generative measurement approaches, and interpretable causal inference.

Keywords: classroom learning engagement; intelligent measurement; data representation; measurement method

下载： 课堂学习投入智能测量的研究现状、困境与突破.pdf