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AIが「答え」を出せる時代に，自ら「学ぶ」意義はあるか : 大学一年生における代替可能性認識と学習動機の探索的検討
https://doi.org/10.15027/0002041636
https://doi.org/10.15027/000204163629b0c706-f55c-4261-ad32-b71ff21d29ac
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
h-gaikokugokenkyu_29_117.pdf (765 KB)
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| アイテムタイプ | デフォルト(1) | |||||||||
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| 公開日 | 2026-03-06 | |||||||||
| タイトル | ||||||||||
| タイトル | AIが「答え」を出せる時代に，自ら「学ぶ」意義はあるか : 大学一年生における代替可能性認識と学習動機の探索的検討 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Does “Learning” Still Matter When AI Provides the “Answer”?: Exploring Task Substitutability Awareness and Agency Decoupling among University Freshmen | |||||||||
| 言語 | en | |||||||||
| 作成者 |
中川, 篤
× 中川, 篤
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 権利情報 | ||||||||||
| 権利情報 | Copyright (c) 2026 広島大学外国語教育研究センター | |||||||||
| 言語 | ja | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Since the advent of generative AI, fundamental language learning tasks such as translation and summarization have become easily automatable. This study explores how university freshmen perceive the value of “learning by oneself” in an environment where AI can function as a substitute. Based on Situated Expectancy-Value Theory (SEVT), we investigated the relationship between Task Substitutability Awareness (TSA)–the perception that a task can be effectively replaced by AI–and students’ learning value (TV) and motivation. A pilot survey was conducted with 45 Japanese university freshmen. The results revealed a significant negative correlation between TSA and TV (r = -.57), suggesting that students with higher perceived substitutability tended to report lower intrinsic and attainment values of learning. Crucially, the study identified a phenomenon of “Agency Decoupling.” While “self-efficacy without AI” was strongly correlated with learning value, “self-efficacy with AI” showed no significant correlation with either learning value or motivation. This suggests that success achieved through AI may not be associated with students’ sense of competence. Furthermore, behavioral analysis showed strategic resource allocation: students prioritized “learning effects” in their major subjects while prioritizing “efficiency” (AI use) in liberal arts courses. These findings suggest that in the AI era, enhancing “AI literacy” or “success expectations with tools” may not be sufficient to sustain learning motivation, possibly because the recursive process linking success to self-efficacy is weakened. We propose an extended SEVT model that incorporates agency decoupling and emotional costs (e.g., guilt) to better understand learner psychology in the age of AI. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 広島大学外国語教育研究センター | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | Institute for Foreign Language Research and Education, Hiroshima University | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15027/0002041636 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | PISSN | |||||||||
| 収録物識別子 | 1347-0892 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1347-0892 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11424332 | |||||||||
| 書誌情報 |
ja : 広島外国語教育研究 en : Hiroshima Studies in Language and Language Education 号 29, p. 117-134, 発行日 2026-03-01 |
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