Examen des perspectives des personnes étudiantes canadiennes de premier cycle concernant l'utilisation de l'IA générative pour l’apprentissage
DOI :
https://doi.org/10.21432/cjlt29124Mots-clés :
intelligence artificielle générative, enseignement supérieur, recherche qualitative, apprentissage autoréguléRésumé
L’émergence rapide des outils d’intelligence artificielle générative (IAg) présente à la fois de nouvelles opportunités et des nouveaux défis pour l’enseignement supérieur, toutefois, on en sait encore peu sur la manière dont les personnes étudiantes de premier cycle choisissent d’utiliser ces technologies. Cette étude a examiné les perspectives de personnes étudiantes canadiennes de premier cycle quant au rôle de l’IAg comme soutien à l’apprentissage tout au long des trois phases du cycle d’un cours magistral : avant, pendant et après le cours. À l’aide d’un sondage mixte (n = 296) nous avons analysé 118 réponses écrites par les personnes étudiantes à l’aide de l’analyse de contenu qualitative de Mayring et avons cartographié les thèmes dégagés avec le modèle d’autorégulation de l’apprentissage de Zimmerman. Les résultats indiquent que les personnes étudiantes conçoivent l’IAg comme un partenaire cognitif polyvalent qui les aide à se préparer avant les cours, à participer et à clarifier des points pendant les cours, et à réviser et avoir de l’aide avec les devoirs après les cours. Les personnes étudiantes ont également exprimé des préoccupations critiques liées à la dépendance excessive, à l’exactitude des réponses, à l’intégrité intellectuelle et à la protection des données, lesquelles correspondent aux vulnérabilités dans les processus d’autorégulation tels que le contrôle de soi, l’autoévaluation et la recherche d’aide. Les résultats mettent en évidence un changement conceptuel passant d’une conception institutionnelle de l’IAg comme outil de production à une conception étudiante de l’IAg comme mécanisme de renforcement des capacités intellectuelles. Nous soutenons qu’une intégration intentionnelle de l’IAg dans les pratiques pédagogiques et les politiques institutionnelles—alignée sur les sous-processus de l’autorégulation de l’apprentissage—peut favoriser une adoption responsable et éclairée par les personnes étudiantes. Cette étude apporte des données probantes et opportunes pour les personnes enseignantes et les responsables institutionnels qui naviguent entre les dimensions pédagogiques et éthiques de l’IAg dans l’apprentissage postsecondaire.
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© Ann-Kathrin Grenz, Soroush Sabbaghan, Michele Jacobsen 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
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Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.
