{"id":85493,"topic":"ai","source":"富途牛牛","title":"凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关 - 富途牛牛","url":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","url_hash":"4a573006385ca61ff3b4ae7cbea77dfb70623f42","author":"","summary":"<a href=\"https://news.google.com/rss/articles/CBMiogFBVV95cUxPVTMxZVRlRmg1ZnYwQldwWjBFczZJSjBMQlYtV2pzVENGM1hmRkwyNXBqdU1vd0dxMDlrd0w2cUw0T2o0Q2JFQ19ONVV4NXVVb3RPQWlJR0RRbDh1MXdTYkpjb096YTJDRnI1QWRQbmRnb3JpWVBzY0x6WnV5eldINzNzd0lBRG51Um5LS1pnNHRGdHZIZ2s5Y1h3UVBUdUEzWnc?oc=5\" target=\"_blank\">凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关</a>&nbsp;&nbsp;<font color=\"#6f6f6f\">富途牛牛</font>","content":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure.\n经同行评议的研究对以下假设提出了质疑：学生主要利用生成式人工智能来弥补学业困难或时间压力。\nPHOENIX, Sept. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education. The study found that more frequent GenAI use was significantly associated with higher academic performance and stronger confidence in technology skills, while lower confidence in reading, writing and math and greater time demands from work, study or family responsibilities did not significantly predict use.\n凤凰城，2026年9月18日/美通社/——菲尼克斯大学的学者发表了一项新的同行评议研究，探讨非传统本科生如何在在线高等教育中使用生成式人工智能（GenAI）。研究发现，更频繁地使用GenAI与更高的学业成绩以及更强的技术能力自信显著相关；而阅读、写作和数学方面的信心较低，以及工作、学习或家庭责任带来的更大时间压力，则并未对GenAI的使用产生显著预测作用。\nThe article, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education,\" was published June 30, 2026, in Artificial Intelligence in Education, 2(1), 205–223. The research was conducted by fellows and scholars affiliated with the University's Center for Educational and Instructional Technology Research (CEITR): Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, PhD, associate university research chair.\n题为“战略整合还是技能补偿？理解生成式人工智能在在线高等教育中的应用”的文章于2026年6月30日发表在《教育中的人工智能》第2卷第1期，页码205–223。该研究由本校教育与教学技术研究中心（CEITR）的学者与研究员共同完成：杰西卡·西尔维斯特博士、梅琳达·库利克博士、莱奥尼达斯·马加纳雷斯博士以及担任大学副研究主席的斯黛拉·史密斯博士。\nResearchers surveyed 491 non-traditional undergraduate students enrolled in online general education courses. Of those surveyed, 43.2%, or 212 students, reported using GenAI tools such as ChatGPT, Microsoft Copilot or Gemini in their coursework.\n研究人员对491名选修在线通识课程的非传统本科生进行了调查。在受访学生中，有43.2%，即212人，表示在课程作业中使用了诸如ChatGPT、微软Copilot或Gemini等生成式人工智能工具。\nSylvester and Kulick previously presented findings from the research at the 2025 Association for Educational Communications and Technology (AECT) International Convention; a summary of that presentation, \"Transforming Higher Education: Harnessing Generative AI for Student Engagement,\" was subsequently published in The Journal of Applied Instructional Design.\n西尔维斯特与库利克此前已在2025年美国教育传播与技术协会（AECT）国际年会上发表了该项研究的成果；该报告的摘要《变革高等教育：利用生成式人工智能提升学生参与度》随后刊载于《应用教学设计期刊》。\nGenAI use linked to academic performance and digital confidence\n生成式人工智能的使用与学业表现及数字自信相关\nMultiple regression analysis identified two statistically significant predictors of how frequently students used GenAI:\n多元回归分析确定了两个对大学生使用生成式人工智能频率具有统计学显著性的预测变量：\n- Higher GPA: Students with stronger academic performance reported more frequent GenAI use.\n- Greater technology confidence: Students who felt more confident in their technology skills also reported using GenAI more frequently.\n- Academic confidence: Confidence in reading, writing and math did not significantly predict GenAI use.\n- Time demands: Hours spent studying, working or meeting family responsibilities were not significantly related to GenAI use.\n- 更高的GPA：学业表现更优异的学生报告了更为频繁的生成式人工智能使用。\n- 更高的技术自信：那些对自己技术能力更有信心的学生也报告称更频繁地使用生成式人工智能。\n- 学业自信：对阅读、写作和数学的自信心并未显著预测生成式人工智能的使用。\n- 时间投入：用于学习、工作或履行家庭责任的时间与生成式人工智能的使用之间并无显著关联。\nAmong students who reported using GenAI, 91.1% had a GPA of 3.0 or higher, and 68.9% earned a 4.0 in the course in which they reported using GenAI.\n在自报使用生成式人工智能的学生中，91.1%的绩点达到3.0及以上，且68.9%的学生在其自报使用生成式人工智能的课程中取得了4.0的成绩。\n\"These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time,\" said Sylvester, senior manager of College Operations at University of Phoenix and lead author of the study. \"Instead, we found GenAI use associated with stronger academic performance and digital confidence. That points to an important opportunity for higher education to help all learners develop the digital fluency, critical judgment and ethical awareness needed to engage with AI effectively.\"\n“这些研究发现使人们关于学生主要因学业困难或单纯为节省时间而求助于生成式人工智能的假设变得更为复杂，”菲尼克斯大学学院运营高级经理、该研究的首席作者西尔维斯特表示，“相反，我们发现使用生成式人工智能与更优异的学业表现和更强的数字自信密切相关。这表明，高等教育领域存在一个重要机遇，即帮助所有学习者培养有效运用人工智能所需的数字素养、批判性思维能力以及伦理意识。”\nStudents describe GenAI as a tool for understanding and idea development\n学生将生成式人工智能描述为一种用于理解与构思的工具。\nOpen-ended responses from the 212 students who reported using GenAI provided additional context about how they incorporated the technology into their coursework. The three most prominent themes were:\n来自212名自报使用生成式人工智能的学生的开放式回答，进一步阐明了他们如何将该技术融入课程学习。其中最突出的三大主题是：\n- improving understanding and clarifying complex concepts\n- using GenAI as a \"thinking partner\" or learning aid for brainstorming and organizing ideas\n- increasing efficiency and productivity in academic tasks.\n- 增进理解并阐明复杂概念\n- 将生成式人工智能用作头脑风暴与思路整理的“思维伙伴”或学习助手\n- 提高学术任务的效率与生产力。\nStudents also identified concerns about the accuracy and originality of AI-generated content, preservation of their individual academic voice and uncertainty about appropriate use under academic integrity policies.\n学生还表达了对人工智能生成内容的准确性和原创性的担忧，以及对其个人学术表达的保留，并对在学术诚信政策框架下如何恰当使用此类内容存有疑虑。\nThe researchers suggest the findings support a shift from approaches focused primarily on restricting AI toward clearer guidance that develops GenAI literacy, critical evaluation skills and transparent, ethical use. The study recommends incorporating AI literacy across disciplines, creating assignments that encourage students to critique and reflect on AI-generated information and providing consistent institutional guidance about appropriate use.\n研究者指出，研究结果支持一种范式转变：从以限制人工智能为主的应对方式，转向制定更为明确的指导方针，着力培养通用人工智能素养、批判性评估能力以及透明且合乎伦理的使用习惯。该研究建议在各学科中融入人工智能素养教育，设计鼓励学生对人工智能生成信息进行批判性审视与反思的作业，并提供关于人工智能恰当使用的持续性机构性指导。\nBecause the research used a cross-sectional, correlational design and a non-probability sample from one online university, the findings do not establish that GenAI use causes stronger academic performance and should not be generalized to all college students. The authors recommend longitudinal and multi-institutional research to examine how patterns of GenAI use evolve and whether AI-supported learning affects longer-term academic outcomes.\n由于本研究采用横断面相关性设计，并且样本来自某所在线大学而非随机抽样，因此研究结果并不能证明使用生成式人工智能会带来更优异的学业表现，也不应被推广至所有大学生。作者建议开展纵向研究和多机构合作研究，以考察生成式人工智能的使用模式如何演变，以及人工智能支持的学习是否会对学生的长期学业成效产生影响。\nRead the full study, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education.\" Artificial Intelligence in Education, 2(1), 205–223, at .\n阅读完整研究论文《战略整合还是技能补偿？——理解生成式人工智能在在线高等教育中的应用》。载于《教育中的人工智能》，第2卷第1期，第205–223页，网址：。\nAbout the authors\n关于作者\nThe authors are affiliates of the Center for Educational and Instructional Technology Research (CEITR), housed within the University of Phoenix College of Doctoral Studies, which supports scholarly research and collaboration on topics related to teaching and learning, online and in-person education, educational technology strategies, and educational policies, practices and theories.\n作者隶属于凤凰城大学博士学院下属的教育与教学技术研究中心（CEITR），该中心致力于支持围绕教与学、线上线下教育、教育技术策略以及教育政策、实践与理论等主题的学术研究与合作。\nJessica Sylvester, EdD, is senior manager of College Operations, associate faculty and a research fellow with CEITR. A higher education leader with more than 18 years of experience, her research interests include artificial intelligence, student learning, institutional practices and inclusive learning environments for non-traditional students.\n杰西卡·西尔维斯特博士是学院运营部的高级主管、兼职教师，同时也是CEITR的研究员。作为一名拥有逾18年经验的高等教育管理者，她的研究兴趣涵盖人工智能、学生学习、院校实践以及面向非传统学生的包容性学习环境等领域。\nMelinda Kulick, EdD, is assessment manager, associate faculty in the College of Doctoral Studies and a CEITR research fellow at University of Phoenix. She oversees academic assessment for the College of Education and College of Nursing and conducts research exploring generative AI, assessment practices, student engagement and the use of educational technology in online higher education.\n梅琳达·库利克博士（EdD）现任凤凰城大学博士研究生院的评估主管、副教授，同时担任CEITR的研究员。她负责统筹教育学院与护理学院的学术评估工作，并开展相关研究，探讨生成式人工智能、评估实践、学生参与度以及在线高等教育中教育技术的应用等问题。\nLeonidas \"Leo\" Maganares, EdD, is a research fellow at CEITR and quantitative analysis facilitator with extensive experience in higher education. A former academic affairs leader and dean, he holds a doctorate in Educational Leadership and Change and works as an independent data scientist. His expertise includes quantitative analysis, educational leadership and data science.\n莱奥尼达斯·“利奥”·马加纳雷斯博士是CEITR的研究员，同时也是一位在高等教育领域拥有丰富经验的定量分析指导专家。他曾担任学术事务负责人和院长，拥有教育领导与变革方向的博士学位，并以独立数据科学家的身份开展工作。他的专业特长涵盖定量分析、教育领导力以及数据科学。\nStella Smith, PhD, is associate university research chair for CEITR and associate faculty in the College of Doctoral Studies at University of Phoenix. A qualitative researcher, her scholarly interests include educational access, underserved populations in higher education, leadership, technology and educational pipeline alignment. She earned her PhD in Educational Administration from The University of Texas at Austin.\n斯特拉·史密斯博士是CEITR的大学研究副主席，同时兼任凤凰城大学博士研究生院的副教授。作为一名质性研究学者，她的学术兴趣涵盖教育机会、高等教育中的弱势群体、领导力、技术以及教育与职业发展路径的衔接等领域。她于德克萨斯大学奥斯汀分校获得教育管理学博士学位。\nAbout the College of Doctoral Studies\n关于博士研究生院\nUniversity of Phoenix's College of Doctoral Studies focuses on today's challenging business and organizational needs, from addressing critical social issues to developing solutions to accelerate community building and industry growth. The College's research program is built around the Scholar, Practitioner, Leader Model which puts students in the center of the Doctoral Education Ecosystem with experts, resources and tools to help prepare them to be a leader in their organization, industry and community. Through this program, students and researchers work with organizations to conduct research that can be applied in the workplace in real time.\n凤凰城大学博士学院聚焦当今企业与组织面临的诸多挑战，从应对重大社会议题到制定促进社区建设与行业发展的解决方案。学院的研究项目以“学者—实践者—领导者”模型为核心，将学生置于博士教育生态系统的中心，为其提供专家指导、丰富资源与实用工具，助力其成长为所在组织、行业及社区的领军人才。通过这一项目，学生与研究人员与各类机构携手开展研究，所产出的成果可即时应用于实际工作场景。\nAbout University of Phoenix\n关于凤凰城大学\nUniversity of Phoenix is Built for Real Life. 50 Years Strong. The University innovates to help working adults enhance their careers and develop skills in a rapidly changing world through flexible online learning, relevant courses, academic AI pillars, and skills-mapped curriculum for associate, bachelor's and master's degree programs. Active students and alumni have access to Career Services for Life resources including career guidance and tools. For more information, visit phoenix.edu.\n凤凰城大学为真实生活而建，历经50年风雨依然蓬勃发展。学校通过灵活的在线学习、贴合实际的课程、以人工智能为核心的学术支撑体系，以及针对副学士、学士和硕士学位项目的技能导向型课程设置，不断创新，助力在职人士提升职业发展、培养适应快速变化时代所需的能力。在校生与校友均可享受终身职业服务资源，包括职业规划指导与各类实用工具。如需了解更多信息，请访问 phoenix.edu。\nSOURCE University of Phoenix\n来源：凤凰城大学\n21%\n21%\n译文内容由第三方软件翻译。","image_url":"https://pubimg.futunn.com/202205090000021129c55da6072.jpg","lang":"zh","published_at":"2026-09-18T19:50:00+00:00","fetched_at":"2026-09-18T21:15:09+00:00","status":"read","starred":0,"extract_state":"ok","summary_auto":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education.","cluster_id":null,"extract_retries":0,"extract_error":null,"contract_version":"news_item.v1","format_contract_version":"news_item_formats.v1","dedup_url":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","quality_profile":{"profile_version":"extraction_quality.v2","bucket":"high","confidence":0.9,"failure_kind":"none","retryable":false,"retry_after_attempts":0,"reason":"High confidence: full text extraction produced 10908 characters.","operator_guidance":{"severity":"ok","recommended_action":"trust_full_text","next_step":"Use the extracted full text as the primary article source.","operator_label":"Ready","can_retry":false,"can_use_summary":false,"diagnostics_required":false},"content_depth":{"contract_version":"content_depth.v1","category":"full_text","label":"Full text","has_full_text":true,"has_summary":true,"content_length":10908,"summary_length":504,"usable_text_length":10908,"source_field":"content"},"legacy_collapsed":false,"signals":{"extract_state":"ok","extract_error":null,"extract_retries":0,"content_length":10908,"summary_length":504}},"news_item":{"id":85493,"canonical_url":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","source_url":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","title":"凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关 - 富途牛牛","source_name":"富途牛牛","author":null,"published_at":"2026-09-18T19:50:00+00:00","locale":"zh","topic":"ai","tags":[],"rss_summary":"<a href=\"https://news.google.com/rss/articles/CBMiogFBVV95cUxPVTMxZVRlRmg1ZnYwQldwWjBFczZJSjBMQlYtV2pzVENGM1hmRkwyNXBqdU1vd0dxMDlrd0w2cUw0T2o0Q2JFQ19ONVV4NXVVb3RPQWlJR0RRbDh1MXdTYkpjb096YTJDRnI1QWRQbmRnb3JpWVBzY0x6WnV5eldINzNzd0lBRG51Um5LS1pnNHRGdHZIZ2s5Y1h3UVBUdUEzWnc?oc=5\" target=\"_blank\">凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关</a>&nbsp;&nbsp;<font color=\"#6f6f6f\">富途牛牛</font>","full_text":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure.\n经同行评议的研究对以下假设提出了质疑：学生主要利用生成式人工智能来弥补学业困难或时间压力。\nPHOENIX, Sept. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education. The study found that more frequent GenAI use was significantly associated with higher academic performance and stronger confidence in technology skills, while lower confidence in reading, writing and math and greater time demands from work, study or family responsibilities did not significantly predict use.\n凤凰城，2026年9月18日/美通社/——菲尼克斯大学的学者发表了一项新的同行评议研究，探讨非传统本科生如何在在线高等教育中使用生成式人工智能（GenAI）。研究发现，更频繁地使用GenAI与更高的学业成绩以及更强的技术能力自信显著相关；而阅读、写作和数学方面的信心较低，以及工作、学习或家庭责任带来的更大时间压力，则并未对GenAI的使用产生显著预测作用。\nThe article, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education,\" was published June 30, 2026, in Artificial Intelligence in Education, 2(1), 205–223. The research was conducted by fellows and scholars affiliated with the University's Center for Educational and Instructional Technology Research (CEITR): Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, PhD, associate university research chair.\n题为“战略整合还是技能补偿？理解生成式人工智能在在线高等教育中的应用”的文章于2026年6月30日发表在《教育中的人工智能》第2卷第1期，页码205–223。该研究由本校教育与教学技术研究中心（CEITR）的学者与研究员共同完成：杰西卡·西尔维斯特博士、梅琳达·库利克博士、莱奥尼达斯·马加纳雷斯博士以及担任大学副研究主席的斯黛拉·史密斯博士。\nResearchers surveyed 491 non-traditional undergraduate students enrolled in online general education courses. Of those surveyed, 43.2%, or 212 students, reported using GenAI tools such as ChatGPT, Microsoft Copilot or Gemini in their coursework.\n研究人员对491名选修在线通识课程的非传统本科生进行了调查。在受访学生中，有43.2%，即212人，表示在课程作业中使用了诸如ChatGPT、微软Copilot或Gemini等生成式人工智能工具。\nSylvester and Kulick previously presented findings from the research at the 2025 Association for Educational Communications and Technology (AECT) International Convention; a summary of that presentation, \"Transforming Higher Education: Harnessing Generative AI for Student Engagement,\" was subsequently published in The Journal of Applied Instructional Design.\n西尔维斯特与库利克此前已在2025年美国教育传播与技术协会（AECT）国际年会上发表了该项研究的成果；该报告的摘要《变革高等教育：利用生成式人工智能提升学生参与度》随后刊载于《应用教学设计期刊》。\nGenAI use linked to academic performance and digital confidence\n生成式人工智能的使用与学业表现及数字自信相关\nMultiple regression analysis identified two statistically significant predictors of how frequently students used GenAI:\n多元回归分析确定了两个对大学生使用生成式人工智能频率具有统计学显著性的预测变量：\n- Higher GPA: Students with stronger academic performance reported more frequent GenAI use.\n- Greater technology confidence: Students who felt more confident in their technology skills also reported using GenAI more frequently.\n- Academic confidence: Confidence in reading, writing and math did not significantly predict GenAI use.\n- Time demands: Hours spent studying, working or meeting family responsibilities were not significantly related to GenAI use.\n- 更高的GPA：学业表现更优异的学生报告了更为频繁的生成式人工智能使用。\n- 更高的技术自信：那些对自己技术能力更有信心的学生也报告称更频繁地使用生成式人工智能。\n- 学业自信：对阅读、写作和数学的自信心并未显著预测生成式人工智能的使用。\n- 时间投入：用于学习、工作或履行家庭责任的时间与生成式人工智能的使用之间并无显著关联。\nAmong students who reported using GenAI, 91.1% had a GPA of 3.0 or higher, and 68.9% earned a 4.0 in the course in which they reported using GenAI.\n在自报使用生成式人工智能的学生中，91.1%的绩点达到3.0及以上，且68.9%的学生在其自报使用生成式人工智能的课程中取得了4.0的成绩。\n\"These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time,\" said Sylvester, senior manager of College Operations at University of Phoenix and lead author of the study. \"Instead, we found GenAI use associated with stronger academic performance and digital confidence. That points to an important opportunity for higher education to help all learners develop the digital fluency, critical judgment and ethical awareness needed to engage with AI effectively.\"\n“这些研究发现使人们关于学生主要因学业困难或单纯为节省时间而求助于生成式人工智能的假设变得更为复杂，”菲尼克斯大学学院运营高级经理、该研究的首席作者西尔维斯特表示，“相反，我们发现使用生成式人工智能与更优异的学业表现和更强的数字自信密切相关。这表明，高等教育领域存在一个重要机遇，即帮助所有学习者培养有效运用人工智能所需的数字素养、批判性思维能力以及伦理意识。”\nStudents describe GenAI as a tool for understanding and idea development\n学生将生成式人工智能描述为一种用于理解与构思的工具。\nOpen-ended responses from the 212 students who reported using GenAI provided additional context about how they incorporated the technology into their coursework. The three most prominent themes were:\n来自212名自报使用生成式人工智能的学生的开放式回答，进一步阐明了他们如何将该技术融入课程学习。其中最突出的三大主题是：\n- improving understanding and clarifying complex concepts\n- using GenAI as a \"thinking partner\" or learning aid for brainstorming and organizing ideas\n- increasing efficiency and productivity in academic tasks.\n- 增进理解并阐明复杂概念\n- 将生成式人工智能用作头脑风暴与思路整理的“思维伙伴”或学习助手\n- 提高学术任务的效率与生产力。\nStudents also identified concerns about the accuracy and originality of AI-generated content, preservation of their individual academic voice and uncertainty about appropriate use under academic integrity policies.\n学生还表达了对人工智能生成内容的准确性和原创性的担忧，以及对其个人学术表达的保留，并对在学术诚信政策框架下如何恰当使用此类内容存有疑虑。\nThe researchers suggest the findings support a shift from approaches focused primarily on restricting AI toward clearer guidance that develops GenAI literacy, critical evaluation skills and transparent, ethical use. The study recommends incorporating AI literacy across disciplines, creating assignments that encourage students to critique and reflect on AI-generated information and providing consistent institutional guidance about appropriate use.\n研究者指出，研究结果支持一种范式转变：从以限制人工智能为主的应对方式，转向制定更为明确的指导方针，着力培养通用人工智能素养、批判性评估能力以及透明且合乎伦理的使用习惯。该研究建议在各学科中融入人工智能素养教育，设计鼓励学生对人工智能生成信息进行批判性审视与反思的作业，并提供关于人工智能恰当使用的持续性机构性指导。\nBecause the research used a cross-sectional, correlational design and a non-probability sample from one online university, the findings do not establish that GenAI use causes stronger academic performance and should not be generalized to all college students. The authors recommend longitudinal and multi-institutional research to examine how patterns of GenAI use evolve and whether AI-supported learning affects longer-term academic outcomes.\n由于本研究采用横断面相关性设计，并且样本来自某所在线大学而非随机抽样，因此研究结果并不能证明使用生成式人工智能会带来更优异的学业表现，也不应被推广至所有大学生。作者建议开展纵向研究和多机构合作研究，以考察生成式人工智能的使用模式如何演变，以及人工智能支持的学习是否会对学生的长期学业成效产生影响。\nRead the full study, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education.\" Artificial Intelligence in Education, 2(1), 205–223, at .\n阅读完整研究论文《战略整合还是技能补偿？——理解生成式人工智能在在线高等教育中的应用》。载于《教育中的人工智能》，第2卷第1期，第205–223页，网址：。\nAbout the authors\n关于作者\nThe authors are affiliates of the Center for Educational and Instructional Technology Research (CEITR), housed within the University of Phoenix College of Doctoral Studies, which supports scholarly research and collaboration on topics related to teaching and learning, online and in-person education, educational technology strategies, and educational policies, practices and theories.\n作者隶属于凤凰城大学博士学院下属的教育与教学技术研究中心（CEITR），该中心致力于支持围绕教与学、线上线下教育、教育技术策略以及教育政策、实践与理论等主题的学术研究与合作。\nJessica Sylvester, EdD, is senior manager of College Operations, associate faculty and a research fellow with CEITR. A higher education leader with more than 18 years of experience, her research interests include artificial intelligence, student learning, institutional practices and inclusive learning environments for non-traditional students.\n杰西卡·西尔维斯特博士是学院运营部的高级主管、兼职教师，同时也是CEITR的研究员。作为一名拥有逾18年经验的高等教育管理者，她的研究兴趣涵盖人工智能、学生学习、院校实践以及面向非传统学生的包容性学习环境等领域。\nMelinda Kulick, EdD, is assessment manager, associate faculty in the College of Doctoral Studies and a CEITR research fellow at University of Phoenix. She oversees academic assessment for the College of Education and College of Nursing and conducts research exploring generative AI, assessment practices, student engagement and the use of educational technology in online higher education.\n梅琳达·库利克博士（EdD）现任凤凰城大学博士研究生院的评估主管、副教授，同时担任CEITR的研究员。她负责统筹教育学院与护理学院的学术评估工作，并开展相关研究，探讨生成式人工智能、评估实践、学生参与度以及在线高等教育中教育技术的应用等问题。\nLeonidas \"Leo\" Maganares, EdD, is a research fellow at CEITR and quantitative analysis facilitator with extensive experience in higher education. A former academic affairs leader and dean, he holds a doctorate in Educational Leadership and Change and works as an independent data scientist. His expertise includes quantitative analysis, educational leadership and data science.\n莱奥尼达斯·“利奥”·马加纳雷斯博士是CEITR的研究员，同时也是一位在高等教育领域拥有丰富经验的定量分析指导专家。他曾担任学术事务负责人和院长，拥有教育领导与变革方向的博士学位，并以独立数据科学家的身份开展工作。他的专业特长涵盖定量分析、教育领导力以及数据科学。\nStella Smith, PhD, is associate university research chair for CEITR and associate faculty in the College of Doctoral Studies at University of Phoenix. A qualitative researcher, her scholarly interests include educational access, underserved populations in higher education, leadership, technology and educational pipeline alignment. She earned her PhD in Educational Administration from The University of Texas at Austin.\n斯特拉·史密斯博士是CEITR的大学研究副主席，同时兼任凤凰城大学博士研究生院的副教授。作为一名质性研究学者，她的学术兴趣涵盖教育机会、高等教育中的弱势群体、领导力、技术以及教育与职业发展路径的衔接等领域。她于德克萨斯大学奥斯汀分校获得教育管理学博士学位。\nAbout the College of Doctoral Studies\n关于博士研究生院\nUniversity of Phoenix's College of Doctoral Studies focuses on today's challenging business and organizational needs, from addressing critical social issues to developing solutions to accelerate community building and industry growth. The College's research program is built around the Scholar, Practitioner, Leader Model which puts students in the center of the Doctoral Education Ecosystem with experts, resources and tools to help prepare them to be a leader in their organization, industry and community. Through this program, students and researchers work with organizations to conduct research that can be applied in the workplace in real time.\n凤凰城大学博士学院聚焦当今企业与组织面临的诸多挑战，从应对重大社会议题到制定促进社区建设与行业发展的解决方案。学院的研究项目以“学者—实践者—领导者”模型为核心，将学生置于博士教育生态系统的中心，为其提供专家指导、丰富资源与实用工具，助力其成长为所在组织、行业及社区的领军人才。通过这一项目，学生与研究人员与各类机构携手开展研究，所产出的成果可即时应用于实际工作场景。\nAbout University of Phoenix\n关于凤凰城大学\nUniversity of Phoenix is Built for Real Life. 50 Years Strong. The University innovates to help working adults enhance their careers and develop skills in a rapidly changing world through flexible online learning, relevant courses, academic AI pillars, and skills-mapped curriculum for associate, bachelor's and master's degree programs. Active students and alumni have access to Career Services for Life resources including career guidance and tools. For more information, visit phoenix.edu.\n凤凰城大学为真实生活而建，历经50年风雨依然蓬勃发展。学校通过灵活的在线学习、贴合实际的课程、以人工智能为核心的学术支撑体系，以及针对副学士、学士和硕士学位项目的技能导向型课程设置，不断创新，助力在职人士提升职业发展、培养适应快速变化时代所需的能力。在校生与校友均可享受终身职业服务资源，包括职业规划指导与各类实用工具。如需了解更多信息，请访问 phoenix.edu。\nSOURCE University of Phoenix\n来源：凤凰城大学\n21%\n21%\n译文内容由第三方软件翻译。","excerpt":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education.","extraction":{"state":"ok","confidence":0.9,"error":null,"explanation":"High confidence: full text extraction produced 10908 characters.","diagnostics_url":"/api/diagnose?url=https%3A//news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","quality_profile":{"profile_version":"extraction_quality.v2","bucket":"high","confidence":0.9,"failure_kind":"none","retryable":false,"retry_after_attempts":0,"reason":"High confidence: full text extraction produced 10908 characters.","operator_guidance":{"severity":"ok","recommended_action":"trust_full_text","next_step":"Use the extracted full text as the primary article source.","operator_label":"Ready","can_retry":false,"can_use_summary":false,"diagnostics_required":false},"content_depth":{"contract_version":"content_depth.v1","category":"full_text","label":"Full text","has_full_text":true,"has_summary":true,"content_length":10908,"summary_length":504,"usable_text_length":10908,"source_field":"content"},"legacy_collapsed":false,"signals":{"extract_state":"ok","extract_error":null,"extract_retries":0,"content_length":10908,"summary_length":504}}},"display_formats":["compact","card","full","digest_section","json"]},"daily_stack_record":{"title":"凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关 - 富途牛牛","url":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","summary":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education.","source":"富途牛牛","date":"2026-09-18T19:50:00+00:00","content":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure.\n经同行评议的研究对以下假设提出了质疑：学生主要利用生成式人工智能来弥补学业困难或时间压力。\nPHOENIX, Sept. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education. The study found that more frequent GenAI use was significantly associated with higher academic performance and stronger confidence in technology skills, while lower confidence in reading, writing and math and greater time demands from work, study or family responsibilities did not significantly predict use.\n凤凰城，2026年9月18日/美通社/——菲尼克斯大学的学者发表了一项新的同行评议研究，探讨非传统本科生如何在在线高等教育中使用生成式人工智能（GenAI）。研究发现，更频繁地使用GenAI与更高的学业成绩以及更强的技术能力自信显著相关；而阅读、写作和数学方面的信心较低，以及工作、学习或家庭责任带来的更大时间压力，则并未对GenAI的使用产生显著预测作用。\nThe article, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education,\" was published June 30, 2026, in Artificial Intelligence in Education, 2(1), 205–223. The research was conducted by fellows and scholars affiliated with the University's Center for Educational and Instructional Technology Research (CEITR): Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, PhD, associate university research chair.\n题为“战略整合还是技能补偿？理解生成式人工智能在在线高等教育中的应用”的文章于2026年6月30日发表在《教育中的人工智能》第2卷第1期，页码205–223。该研究由本校教育与教学技术研究中心（CEITR）的学者与研究员共同完成：杰西卡·西尔维斯特博士、梅琳达·库利克博士、莱奥尼达斯·马加纳雷斯博士以及担任大学副研究主席的斯黛拉·史密斯博士。\nResearchers surveyed 491 non-traditional undergraduate students enrolled in online general education courses. Of those surveyed, 43.2%, or 212 students, reported using GenAI tools such as ChatGPT, Microsoft Copilot or Gemini in their coursework.\n研究人员对491名选修在线通识课程的非传统本科生进行了调查。在受访学生中，有43.2%，即212人，表示在课程作业中使用了诸如ChatGPT、微软Copilot或Gemini等生成式人工智能工具。\nSylvester and Kulick previously presented findings from the research at the 2025 Association for Educational Communications and Technology (AECT) International Convention; a summary of that presentation, \"Transforming Higher Education: Harnessing Generative AI for Student Engagement,\" was subsequently published in The Journal of Applied Instructional Design.\n西尔维斯特与库利克此前已在2025年美国教育传播与技术协会（AECT）国际年会上发表了该项研究的成果；该报告的摘要《变革高等教育：利用生成式人工智能提升学生参与度》随后刊载于《应用教学设计期刊》。\nGenAI use linked to academic performance and digital confidence\n生成式人工智能的使用与学业表现及数字自信相关\nMultiple regression analysis identified two statistically significant predictors of how frequently students used GenAI:\n多元回归分析确定了两个对大学生使用生成式人工智能频率具有统计学显著性的预测变量：\n- Higher GPA: Students with stronger academic performance reported more frequent GenAI use.\n- Greater technology confidence: Students who felt more confident in their technology skills also reported using GenAI more frequently.\n- Academic confidence: Confidence in reading, writing and math did not significantly predict GenAI use.\n- Time demands: Hours spent studying, working or meeting family responsibilities were not significantly related to GenAI use.\n- 更高的GPA：学业表现更优异的学生报告了更为频繁的生成式人工智能使用。\n- 更高的技术自信：那些对自己技术能力更有信心的学生也报告称更频繁地使用生成式人工智能。\n- 学业自信：对阅读、写作和数学的自信心并未显著预测生成式人工智能的使用。\n- 时间投入：用于学习、工作或履行家庭责任的时间与生成式人工智能的使用之间并无显著关联。\nAmong students who reported using GenAI, 91.1% had a GPA of 3.0 or higher, and 68.9% earned a 4.0 in the course in which they reported using GenAI.\n在自报使用生成式人工智能的学生中，91.1%的绩点达到3.0及以上，且68.9%的学生在其自报使用生成式人工智能的课程中取得了4.0的成绩。\n\"These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time,\" said Sylvester, senior manager of College Operations at University of Phoenix and lead author of the study. \"Instead, we found GenAI use associated with stronger academic performance and digital confidence. That points to an important opportunity for higher education to help all learners develop the digital fluency, critical judgment and ethical awareness needed to engage with AI effectively.\"\n“这些研究发现使人们关于学生主要因学业困难或单纯为节省时间而求助于生成式人工智能的假设变得更为复杂，”菲尼克斯大学学院运营高级经理、该研究的首席作者西尔维斯特表示，“相反，我们发现使用生成式人工智能与更优异的学业表现和更强的数字自信密切相关。这表明，高等教育领域存在一个重要机遇，即帮助所有学习者培养有效运用人工智能所需的数字素养、批判性思维能力以及伦理意识。”\nStudents describe GenAI as a tool for understanding and idea development\n学生将生成式人工智能描述为一种用于理解与构思的工具。\nOpen-ended responses from the 212 students who reported using GenAI provided additional context about how they incorporated the technology into their coursework. The three most prominent themes were:\n来自212名自报使用生成式人工智能的学生的开放式回答，进一步阐明了他们如何将该技术融入课程学习。其中最突出的三大主题是：\n- improving understanding and clarifying complex concepts\n- using GenAI as a \"thinking partner\" or learning aid for brainstorming and organizing ideas\n- increasing efficiency and productivity in academic tasks.\n- 增进理解并阐明复杂概念\n- 将生成式人工智能用作头脑风暴与思路整理的“思维伙伴”或学习助手\n- 提高学术任务的效率与生产力。\nStudents also identified concerns about the accuracy and originality of AI-generated content, preservation of their individual academic voice and uncertainty about appropriate use under academic integrity policies.\n学生还表达了对人工智能生成内容的准确性和原创性的担忧，以及对其个人学术表达的保留，并对在学术诚信政策框架下如何恰当使用此类内容存有疑虑。\nThe researchers suggest the findings support a shift from approaches focused primarily on restricting AI toward clearer guidance that develops GenAI literacy, critical evaluation skills and transparent, ethical use. The study recommends incorporating AI literacy across disciplines, creating assignments that encourage students to critique and reflect on AI-generated information and providing consistent institutional guidance about appropriate use.\n研究者指出，研究结果支持一种范式转变：从以限制人工智能为主的应对方式，转向制定更为明确的指导方针，着力培养通用人工智能素养、批判性评估能力以及透明且合乎伦理的使用习惯。该研究建议在各学科中融入人工智能素养教育，设计鼓励学生对人工智能生成信息进行批判性审视与反思的作业，并提供关于人工智能恰当使用的持续性机构性指导。\nBecause the research used a cross-sectional, correlational design and a non-probability sample from one online university, the findings do not establish that GenAI use causes stronger academic performance and should not be generalized to all college students. The authors recommend longitudinal and multi-institutional research to examine how patterns of GenAI use evolve and whether AI-supported learning affects longer-term academic outcomes.\n由于本研究采用横断面相关性设计，并且样本来自某所在线大学而非随机抽样，因此研究结果并不能证明使用生成式人工智能会带来更优异的学业表现，也不应被推广至所有大学生。作者建议开展纵向研究和多机构合作研究，以考察生成式人工智能的使用模式如何演变，以及人工智能支持的学习是否会对学生的长期学业成效产生影响。\nRead the full study, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education.\" Artificial Intelligence in Education, 2(1), 205–223, at .\n阅读完整研究论文《战略整合还是技能补偿？——理解生成式人工智能在在线高等教育中的应用》。载于《教育中的人工智能》，第2卷第1期，第205–223页，网址：。\nAbout the authors\n关于作者\nThe authors are affiliates of the Center for Educational and Instructional Technology Research (CEITR), housed within the University of Phoenix College of Doctoral Studies, which supports scholarly research and collaboration on topics related to teaching and learning, online and in-person education, educational technology strategies, and educational policies, practices and theories.\n作者隶属于凤凰城大学博士学院下属的教育与教学技术研究中心（CEITR），该中心致力于支持围绕教与学、线上线下教育、教育技术策略以及教育政策、实践与理论等主题的学术研究与合作。\nJessica Sylvester, EdD, is senior manager of College Operations, associate faculty and a research fellow with CEITR. A higher education leader with more than 18 years of experience, her research interests include artificial intelligence, student learning, institutional practices and inclusive learning environments for non-traditional students.\n杰西卡·西尔维斯特博士是学院运营部的高级主管、兼职教师，同时也是CEITR的研究员。作为一名拥有逾18年经验的高等教育管理者，她的研究兴趣涵盖人工智能、学生学习、院校实践以及面向非传统学生的包容性学习环境等领域。\nMelinda Kulick, EdD, is assessment manager, associate faculty in the College of Doctoral Studies and a CEITR research fellow at University of Phoenix. She oversees academic assessment for the College of Education and College of Nursing and conducts research exploring generative AI, assessment practices, student engagement and the use of educational technology in online higher education.\n梅琳达·库利克博士（EdD）现任凤凰城大学博士研究生院的评估主管、副教授，同时担任CEITR的研究员。她负责统筹教育学院与护理学院的学术评估工作，并开展相关研究，探讨生成式人工智能、评估实践、学生参与度以及在线高等教育中教育技术的应用等问题。\nLeonidas \"Leo\" Maganares, EdD, is a research fellow at CEITR and quantitative analysis facilitator with extensive experience in higher education. A former academic affairs leader and dean, he holds a doctorate in Educational Leadership and Change and works as an independent data scientist. His expertise includes quantitative analysis, educational leadership and data science.\n莱奥尼达斯·“利奥”·马加纳雷斯博士是CEITR的研究员，同时也是一位在高等教育领域拥有丰富经验的定量分析指导专家。他曾担任学术事务负责人和院长，拥有教育领导与变革方向的博士学位，并以独立数据科学家的身份开展工作。他的专业特长涵盖定量分析、教育领导力以及数据科学。\nStella Smith, PhD, is associate university research chair for CEITR and associate faculty in the College of Doctoral Studies at University of Phoenix. A qualitative researcher, her scholarly interests include educational access, underserved populations in higher education, leadership, technology and educational pipeline alignment. She earned her PhD in Educational Administration from The University of Texas at Austin.\n斯特拉·史密斯博士是CEITR的大学研究副主席，同时兼任凤凰城大学博士研究生院的副教授。作为一名质性研究学者，她的学术兴趣涵盖教育机会、高等教育中的弱势群体、领导力、技术以及教育与职业发展路径的衔接等领域。她于德克萨斯大学奥斯汀分校获得教育管理学博士学位。\nAbout the College of Doctoral Studies\n关于博士研究生院\nUniversity of Phoenix's College of Doctoral Studies focuses on today's challenging business and organizational needs, from addressing critical social issues to developing solutions to accelerate community building and industry growth. The College's research program is built around the Scholar, Practitioner, Leader Model which puts students in the center of the Doctoral Education Ecosystem with experts, resources and tools to help prepare them to be a leader in their organization, industry and community. Through this program, students and researchers work with organizations to conduct research that can be applied in the workplace in real time.\n凤凰城大学博士学院聚焦当今企业与组织面临的诸多挑战，从应对重大社会议题到制定促进社区建设与行业发展的解决方案。学院的研究项目以“学者—实践者—领导者”模型为核心，将学生置于博士教育生态系统的中心，为其提供专家指导、丰富资源与实用工具，助力其成长为所在组织、行业及社区的领军人才。通过这一项目，学生与研究人员与各类机构携手开展研究，所产出的成果可即时应用于实际工作场景。\nAbout University of Phoenix\n关于凤凰城大学\nUniversity of Phoenix is Built for Real Life. 50 Years Strong. The University innovates to help working adults enhance their careers and develop skills in a rapidly changing world through flexible online learning, relevant courses, academic AI pillars, and skills-mapped curriculum for associate, bachelor's and master's degree programs. Active students and alumni have access to Career Services for Life resources including career guidance and tools. For more information, visit phoenix.edu.\n凤凰城大学为真实生活而建，历经50年风雨依然蓬勃发展。学校通过灵活的在线学习、贴合实际的课程、以人工智能为核心的学术支撑体系，以及针对副学士、学士和硕士学位项目的技能导向型课程设置，不断创新，助力在职人士提升职业发展、培养适应快速变化时代所需的能力。在校生与校友均可享受终身职业服务资源，包括职业规划指导与各类实用工具。如需了解更多信息，请访问 phoenix.edu。\nSOURCE University of Phoenix\n来源：凤凰城大学\n21%\n21%\n译文内容由第三方软件翻译。","confidence":0.9,"diagnostics_url":"/api/diagnose?url=https%3A//news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","quality_bucket":"high","failure_kind":"none","retryable":false,"quality_reason":"High confidence: full text extraction produced 10908 characters.","quality_profile":{"profile_version":"extraction_quality.v2","bucket":"high","confidence":0.9,"failure_kind":"none","retryable":false,"retry_after_attempts":0,"reason":"High confidence: full text extraction produced 10908 characters.","operator_guidance":{"severity":"ok","recommended_action":"trust_full_text","next_step":"Use the extracted full text as the primary article source.","operator_label":"Ready","can_retry":false,"can_use_summary":false,"diagnostics_required":false},"content_depth":{"contract_version":"content_depth.v1","category":"full_text","label":"Full text","has_full_text":true,"has_summary":true,"content_length":10908,"summary_length":504,"usable_text_length":10908,"source_field":"content"},"legacy_collapsed":false,"signals":{"extract_state":"ok","extract_error":null,"extract_retries":0,"content_length":10908,"summary_length":504}},"tags":[]},"fallback_formats":["markdown","json","html"],"actions":{"read":"/item/85493","export_markdown":"/api/items/85493/export?format=markdown","export_json":"/api/items/85493/export?format=json","diagnose":"/api/diagnose?url=https%3A//news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult"},"formats":{"full":{"id":85493,"title":"凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关 - 富途牛牛","url":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","source":"富途牛牛","author":null,"published_at":"2026-09-18T19:50:00+00:00","locale":"zh","topic":"ai","tags":[],"excerpt":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education.","full_text":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure.\n经同行评议的研究对以下假设提出了质疑：学生主要利用生成式人工智能来弥补学业困难或时间压力。\nPHOENIX, Sept. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education. The study found that more frequent GenAI use was significantly associated with higher academic performance and stronger confidence in technology skills, while lower confidence in reading, writing and math and greater time demands from work, study or family responsibilities did not significantly predict use.\n凤凰城，2026年9月18日/美通社/——菲尼克斯大学的学者发表了一项新的同行评议研究，探讨非传统本科生如何在在线高等教育中使用生成式人工智能（GenAI）。研究发现，更频繁地使用GenAI与更高的学业成绩以及更强的技术能力自信显著相关；而阅读、写作和数学方面的信心较低，以及工作、学习或家庭责任带来的更大时间压力，则并未对GenAI的使用产生显著预测作用。\nThe article, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education,\" was published June 30, 2026, in Artificial Intelligence in Education, 2(1), 205–223. The research was conducted by fellows and scholars affiliated with the University's Center for Educational and Instructional Technology Research (CEITR): Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, PhD, associate university research chair.\n题为“战略整合还是技能补偿？理解生成式人工智能在在线高等教育中的应用”的文章于2026年6月30日发表在《教育中的人工智能》第2卷第1期，页码205–223。该研究由本校教育与教学技术研究中心（CEITR）的学者与研究员共同完成：杰西卡·西尔维斯特博士、梅琳达·库利克博士、莱奥尼达斯·马加纳雷斯博士以及担任大学副研究主席的斯黛拉·史密斯博士。\nResearchers surveyed 491 non-traditional undergraduate students enrolled in online general education courses. Of those surveyed, 43.2%, or 212 students, reported using GenAI tools such as ChatGPT, Microsoft Copilot or Gemini in their coursework.\n研究人员对491名选修在线通识课程的非传统本科生进行了调查。在受访学生中，有43.2%，即212人，表示在课程作业中使用了诸如ChatGPT、微软Copilot或Gemini等生成式人工智能工具。\nSylvester and Kulick previously presented findings from the research at the 2025 Association for Educational Communications and Technology (AECT) International Convention; a summary of that presentation, \"Transforming Higher Education: Harnessing Generative AI for Student Engagement,\" was subsequently published in The Journal of Applied Instructional Design.\n西尔维斯特与库利克此前已在2025年美国教育传播与技术协会（AECT）国际年会上发表了该项研究的成果；该报告的摘要《变革高等教育：利用生成式人工智能提升学生参与度》随后刊载于《应用教学设计期刊》。\nGenAI use linked to academic performance and digital confidence\n生成式人工智能的使用与学业表现及数字自信相关\nMultiple regression analysis identified two statistically significant predictors of how frequently students used GenAI:\n多元回归分析确定了两个对大学生使用生成式人工智能频率具有统计学显著性的预测变量：\n- Higher GPA: Students with stronger academic performance reported more frequent GenAI use.\n- Greater technology confidence: Students who felt more confident in their technology skills also reported using GenAI more frequently.\n- Academic confidence: Confidence in reading, writing and math did not significantly predict GenAI use.\n- Time demands: Hours spent studying, working or meeting family responsibilities were not significantly related to GenAI use.\n- 更高的GPA：学业表现更优异的学生报告了更为频繁的生成式人工智能使用。\n- 更高的技术自信：那些对自己技术能力更有信心的学生也报告称更频繁地使用生成式人工智能。\n- 学业自信：对阅读、写作和数学的自信心并未显著预测生成式人工智能的使用。\n- 时间投入：用于学习、工作或履行家庭责任的时间与生成式人工智能的使用之间并无显著关联。\nAmong students who reported using GenAI, 91.1% had a GPA of 3.0 or higher, and 68.9% earned a 4.0 in the course in which they reported using GenAI.\n在自报使用生成式人工智能的学生中，91.1%的绩点达到3.0及以上，且68.9%的学生在其自报使用生成式人工智能的课程中取得了4.0的成绩。\n\"These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time,\" said Sylvester, senior manager of College Operations at University of Phoenix and lead author of the study. \"Instead, we found GenAI use associated with stronger academic performance and digital confidence. That points to an important opportunity for higher education to help all learners develop the digital fluency, critical judgment and ethical awareness needed to engage with AI effectively.\"\n“这些研究发现使人们关于学生主要因学业困难或单纯为节省时间而求助于生成式人工智能的假设变得更为复杂，”菲尼克斯大学学院运营高级经理、该研究的首席作者西尔维斯特表示，“相反，我们发现使用生成式人工智能与更优异的学业表现和更强的数字自信密切相关。这表明，高等教育领域存在一个重要机遇，即帮助所有学习者培养有效运用人工智能所需的数字素养、批判性思维能力以及伦理意识。”\nStudents describe GenAI as a tool for understanding and idea development\n学生将生成式人工智能描述为一种用于理解与构思的工具。\nOpen-ended responses from the 212 students who reported using GenAI provided additional context about how they incorporated the technology into their coursework. The three most prominent themes were:\n来自212名自报使用生成式人工智能的学生的开放式回答，进一步阐明了他们如何将该技术融入课程学习。其中最突出的三大主题是：\n- improving understanding and clarifying complex concepts\n- using GenAI as a \"thinking partner\" or learning aid for brainstorming and organizing ideas\n- increasing efficiency and productivity in academic tasks.\n- 增进理解并阐明复杂概念\n- 将生成式人工智能用作头脑风暴与思路整理的“思维伙伴”或学习助手\n- 提高学术任务的效率与生产力。\nStudents also identified concerns about the accuracy and originality of AI-generated content, preservation of their individual academic voice and uncertainty about appropriate use under academic integrity policies.\n学生还表达了对人工智能生成内容的准确性和原创性的担忧，以及对其个人学术表达的保留，并对在学术诚信政策框架下如何恰当使用此类内容存有疑虑。\nThe researchers suggest the findings support a shift from approaches focused primarily on restricting AI toward clearer guidance that develops GenAI literacy, critical evaluation skills and transparent, ethical use. The study recommends incorporating AI literacy across disciplines, creating assignments that encourage students to critique and reflect on AI-generated information and providing consistent institutional guidance about appropriate use.\n研究者指出，研究结果支持一种范式转变：从以限制人工智能为主的应对方式，转向制定更为明确的指导方针，着力培养通用人工智能素养、批判性评估能力以及透明且合乎伦理的使用习惯。该研究建议在各学科中融入人工智能素养教育，设计鼓励学生对人工智能生成信息进行批判性审视与反思的作业，并提供关于人工智能恰当使用的持续性机构性指导。\nBecause the research used a cross-sectional, correlational design and a non-probability sample from one online university, the findings do not establish that GenAI use causes stronger academic performance and should not be generalized to all college students. The authors recommend longitudinal and multi-institutional research to examine how patterns of GenAI use evolve and whether AI-supported learning affects longer-term academic outcomes.\n由于本研究采用横断面相关性设计，并且样本来自某所在线大学而非随机抽样，因此研究结果并不能证明使用生成式人工智能会带来更优异的学业表现，也不应被推广至所有大学生。作者建议开展纵向研究和多机构合作研究，以考察生成式人工智能的使用模式如何演变，以及人工智能支持的学习是否会对学生的长期学业成效产生影响。\nRead the full study, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education.\" Artificial Intelligence in Education, 2(1), 205–223, at .\n阅读完整研究论文《战略整合还是技能补偿？——理解生成式人工智能在在线高等教育中的应用》。载于《教育中的人工智能》，第2卷第1期，第205–223页，网址：。\nAbout the authors\n关于作者\nThe authors are affiliates of the Center for Educational and Instructional Technology Research (CEITR), housed within the University of Phoenix College of Doctoral Studies, which supports scholarly research and collaboration on topics related to teaching and learning, online and in-person education, educational technology strategies, and educational policies, practices and theories.\n作者隶属于凤凰城大学博士学院下属的教育与教学技术研究中心（CEITR），该中心致力于支持围绕教与学、线上线下教育、教育技术策略以及教育政策、实践与理论等主题的学术研究与合作。\nJessica Sylvester, EdD, is senior manager of College Operations, associate faculty and a research fellow with CEITR. A higher education leader with more than 18 years of experience, her research interests include artificial intelligence, student learning, institutional practices and inclusive learning environments for non-traditional students.\n杰西卡·西尔维斯特博士是学院运营部的高级主管、兼职教师，同时也是CEITR的研究员。作为一名拥有逾18年经验的高等教育管理者，她的研究兴趣涵盖人工智能、学生学习、院校实践以及面向非传统学生的包容性学习环境等领域。\nMelinda Kulick, EdD, is assessment manager, associate faculty in the College of Doctoral Studies and a CEITR research fellow at University of Phoenix. She oversees academic assessment for the College of Education and College of Nursing and conducts research exploring generative AI, assessment practices, student engagement and the use of educational technology in online higher education.\n梅琳达·库利克博士（EdD）现任凤凰城大学博士研究生院的评估主管、副教授，同时担任CEITR的研究员。她负责统筹教育学院与护理学院的学术评估工作，并开展相关研究，探讨生成式人工智能、评估实践、学生参与度以及在线高等教育中教育技术的应用等问题。\nLeonidas \"Leo\" Maganares, EdD, is a research fellow at CEITR and quantitative analysis facilitator with extensive experience in higher education. A former academic affairs leader and dean, he holds a doctorate in Educational Leadership and Change and works as an independent data scientist. His expertise includes quantitative analysis, educational leadership and data science.\n莱奥尼达斯·“利奥”·马加纳雷斯博士是CEITR的研究员，同时也是一位在高等教育领域拥有丰富经验的定量分析指导专家。他曾担任学术事务负责人和院长，拥有教育领导与变革方向的博士学位，并以独立数据科学家的身份开展工作。他的专业特长涵盖定量分析、教育领导力以及数据科学。\nStella Smith, PhD, is associate university research chair for CEITR and associate faculty in the College of Doctoral Studies at University of Phoenix. A qualitative researcher, her scholarly interests include educational access, underserved populations in higher education, leadership, technology and educational pipeline alignment. She earned her PhD in Educational Administration from The University of Texas at Austin.\n斯特拉·史密斯博士是CEITR的大学研究副主席，同时兼任凤凰城大学博士研究生院的副教授。作为一名质性研究学者，她的学术兴趣涵盖教育机会、高等教育中的弱势群体、领导力、技术以及教育与职业发展路径的衔接等领域。她于德克萨斯大学奥斯汀分校获得教育管理学博士学位。\nAbout the College of Doctoral Studies\n关于博士研究生院\nUniversity of Phoenix's College of Doctoral Studies focuses on today's challenging business and organizational needs, from addressing critical social issues to developing solutions to accelerate community building and industry growth. The College's research program is built around the Scholar, Practitioner, Leader Model which puts students in the center of the Doctoral Education Ecosystem with experts, resources and tools to help prepare them to be a leader in their organization, industry and community. Through this program, students and researchers work with organizations to conduct research that can be applied in the workplace in real time.\n凤凰城大学博士学院聚焦当今企业与组织面临的诸多挑战，从应对重大社会议题到制定促进社区建设与行业发展的解决方案。学院的研究项目以“学者—实践者—领导者”模型为核心，将学生置于博士教育生态系统的中心，为其提供专家指导、丰富资源与实用工具，助力其成长为所在组织、行业及社区的领军人才。通过这一项目，学生与研究人员与各类机构携手开展研究，所产出的成果可即时应用于实际工作场景。\nAbout University of Phoenix\n关于凤凰城大学\nUniversity of Phoenix is Built for Real Life. 50 Years Strong. The University innovates to help working adults enhance their careers and develop skills in a rapidly changing world through flexible online learning, relevant courses, academic AI pillars, and skills-mapped curriculum for associate, bachelor's and master's degree programs. Active students and alumni have access to Career Services for Life resources including career guidance and tools. For more information, visit phoenix.edu.\n凤凰城大学为真实生活而建，历经50年风雨依然蓬勃发展。学校通过灵活的在线学习、贴合实际的课程、以人工智能为核心的学术支撑体系，以及针对副学士、学士和硕士学位项目的技能导向型课程设置，不断创新，助力在职人士提升职业发展、培养适应快速变化时代所需的能力。在校生与校友均可享受终身职业服务资源，包括职业规划指导与各类实用工具。如需了解更多信息，请访问 phoenix.edu。\nSOURCE University of Phoenix\n来源：凤凰城大学\n21%\n21%\n译文内容由第三方软件翻译。","reading_time_min":6,"extraction":{"state":"ok","confidence":0.9,"error":null,"explanation":"High confidence: full text extraction produced 10908 characters.","diagnostics_url":"/api/diagnose?url=https%3A//news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","quality_profile":{"profile_version":"extraction_quality.v2","bucket":"high","confidence":0.9,"failure_kind":"none","retryable":false,"retry_after_attempts":0,"reason":"High confidence: full text extraction produced 10908 characters.","operator_guidance":{"severity":"ok","recommended_action":"trust_full_text","next_step":"Use the extracted full text as the primary article source.","operator_label":"Ready","can_retry":false,"can_use_summary":false,"diagnostics_required":false},"content_depth":{"contract_version":"content_depth.v1","category":"full_text","label":"Full text","has_full_text":true,"has_summary":true,"content_length":10908,"summary_length":504,"usable_text_length":10908,"source_field":"content"},"legacy_collapsed":false,"signals":{"extract_state":"ok","extract_error":null,"extract_retries":0,"content_length":10908,"summary_length":504}}},"quality_profile":{"profile_version":"extraction_quality.v2","bucket":"high","confidence":0.9,"failure_kind":"none","retryable":false,"retry_after_attempts":0,"reason":"High confidence: full text extraction produced 10908 characters.","operator_guidance":{"severity":"ok","recommended_action":"trust_full_text","next_step":"Use the extracted full text as the primary article source.","operator_label":"Ready","can_retry":false,"can_use_summary":false,"diagnostics_required":false},"content_depth":{"contract_version":"content_depth.v1","category":"full_text","label":"Full text","has_full_text":true,"has_summary":true,"content_length":10908,"summary_length":504,"usable_text_length":10908,"source_field":"content"},"legacy_collapsed":false,"signals":{"extract_state":"ok","extract_error":null,"extract_retries":0,"content_length":10908,"summary_length":504}},"actions":{"read":"/item/85493","export_markdown":"/api/items/85493/export?format=markdown","export_json":"/api/items/85493/export?format=json","diagnose":"/api/diagnose?url=https%3A//news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult"}},"digest":{"id":85493,"title":"凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关 - 富途牛牛","url":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","source":"富途牛牛","topic":"ai","published_at":"2026-09-18T19:50:00+00:00","excerpt":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence Peer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure.…","quality_bucket":"high","quality_reason":"High confidence: full text extraction produced 10908 characters.","reading_time_min":6,"cluster_id":null},"card":{"display_title":"凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关 - 富途牛牛","subtitle":"富途牛牛 · 2026-09-18","summary":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence Peer-reviewed research challenges assumptions that students primarily use generative…","badges":["quality:high"],"links":{"read":"/item/85493","original":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","diagnose":"/api/diagnose?url=https%3A//news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult"},"quality_warning":null},"export":{"title":"凤凰城大学研究发现，在线成年学习者使用生成式人工智能与其学业表现和技术信心相关 - 富途牛牛","url":"https://news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","summary":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education.","source":"富途牛牛","date":"2026-09-18T19:50:00+00:00","content":"University of Phoenix Study Finds GenAI Use Among Online Adult Learners Associated With Academic Performance and Technology Confidence\nPeer-reviewed research challenges assumptions that students primarily use generative AI to compensate for academic difficulty or time pressure.\n经同行评议的研究对以下假设提出了质疑：学生主要利用生成式人工智能来弥补学业困难或时间压力。\nPHOENIX, Sept. 18, 2026 /PRNewswire/ -- University of Phoenix scholars have published new peer-reviewed research examining how non-traditional undergraduate students use generative artificial intelligence (GenAI) in online higher education. The study found that more frequent GenAI use was significantly associated with higher academic performance and stronger confidence in technology skills, while lower confidence in reading, writing and math and greater time demands from work, study or family responsibilities did not significantly predict use.\n凤凰城，2026年9月18日/美通社/——菲尼克斯大学的学者发表了一项新的同行评议研究，探讨非传统本科生如何在在线高等教育中使用生成式人工智能（GenAI）。研究发现，更频繁地使用GenAI与更高的学业成绩以及更强的技术能力自信显著相关；而阅读、写作和数学方面的信心较低，以及工作、学习或家庭责任带来的更大时间压力，则并未对GenAI的使用产生显著预测作用。\nThe article, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education,\" was published June 30, 2026, in Artificial Intelligence in Education, 2(1), 205–223. The research was conducted by fellows and scholars affiliated with the University's Center for Educational and Instructional Technology Research (CEITR): Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, PhD, associate university research chair.\n题为“战略整合还是技能补偿？理解生成式人工智能在在线高等教育中的应用”的文章于2026年6月30日发表在《教育中的人工智能》第2卷第1期，页码205–223。该研究由本校教育与教学技术研究中心（CEITR）的学者与研究员共同完成：杰西卡·西尔维斯特博士、梅琳达·库利克博士、莱奥尼达斯·马加纳雷斯博士以及担任大学副研究主席的斯黛拉·史密斯博士。\nResearchers surveyed 491 non-traditional undergraduate students enrolled in online general education courses. Of those surveyed, 43.2%, or 212 students, reported using GenAI tools such as ChatGPT, Microsoft Copilot or Gemini in their coursework.\n研究人员对491名选修在线通识课程的非传统本科生进行了调查。在受访学生中，有43.2%，即212人，表示在课程作业中使用了诸如ChatGPT、微软Copilot或Gemini等生成式人工智能工具。\nSylvester and Kulick previously presented findings from the research at the 2025 Association for Educational Communications and Technology (AECT) International Convention; a summary of that presentation, \"Transforming Higher Education: Harnessing Generative AI for Student Engagement,\" was subsequently published in The Journal of Applied Instructional Design.\n西尔维斯特与库利克此前已在2025年美国教育传播与技术协会（AECT）国际年会上发表了该项研究的成果；该报告的摘要《变革高等教育：利用生成式人工智能提升学生参与度》随后刊载于《应用教学设计期刊》。\nGenAI use linked to academic performance and digital confidence\n生成式人工智能的使用与学业表现及数字自信相关\nMultiple regression analysis identified two statistically significant predictors of how frequently students used GenAI:\n多元回归分析确定了两个对大学生使用生成式人工智能频率具有统计学显著性的预测变量：\n- Higher GPA: Students with stronger academic performance reported more frequent GenAI use.\n- Greater technology confidence: Students who felt more confident in their technology skills also reported using GenAI more frequently.\n- Academic confidence: Confidence in reading, writing and math did not significantly predict GenAI use.\n- Time demands: Hours spent studying, working or meeting family responsibilities were not significantly related to GenAI use.\n- 更高的GPA：学业表现更优异的学生报告了更为频繁的生成式人工智能使用。\n- 更高的技术自信：那些对自己技术能力更有信心的学生也报告称更频繁地使用生成式人工智能。\n- 学业自信：对阅读、写作和数学的自信心并未显著预测生成式人工智能的使用。\n- 时间投入：用于学习、工作或履行家庭责任的时间与生成式人工智能的使用之间并无显著关联。\nAmong students who reported using GenAI, 91.1% had a GPA of 3.0 or higher, and 68.9% earned a 4.0 in the course in which they reported using GenAI.\n在自报使用生成式人工智能的学生中，91.1%的绩点达到3.0及以上，且68.9%的学生在其自报使用生成式人工智能的课程中取得了4.0的成绩。\n\"These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time,\" said Sylvester, senior manager of College Operations at University of Phoenix and lead author of the study. \"Instead, we found GenAI use associated with stronger academic performance and digital confidence. That points to an important opportunity for higher education to help all learners develop the digital fluency, critical judgment and ethical awareness needed to engage with AI effectively.\"\n“这些研究发现使人们关于学生主要因学业困难或单纯为节省时间而求助于生成式人工智能的假设变得更为复杂，”菲尼克斯大学学院运营高级经理、该研究的首席作者西尔维斯特表示，“相反，我们发现使用生成式人工智能与更优异的学业表现和更强的数字自信密切相关。这表明，高等教育领域存在一个重要机遇，即帮助所有学习者培养有效运用人工智能所需的数字素养、批判性思维能力以及伦理意识。”\nStudents describe GenAI as a tool for understanding and idea development\n学生将生成式人工智能描述为一种用于理解与构思的工具。\nOpen-ended responses from the 212 students who reported using GenAI provided additional context about how they incorporated the technology into their coursework. The three most prominent themes were:\n来自212名自报使用生成式人工智能的学生的开放式回答，进一步阐明了他们如何将该技术融入课程学习。其中最突出的三大主题是：\n- improving understanding and clarifying complex concepts\n- using GenAI as a \"thinking partner\" or learning aid for brainstorming and organizing ideas\n- increasing efficiency and productivity in academic tasks.\n- 增进理解并阐明复杂概念\n- 将生成式人工智能用作头脑风暴与思路整理的“思维伙伴”或学习助手\n- 提高学术任务的效率与生产力。\nStudents also identified concerns about the accuracy and originality of AI-generated content, preservation of their individual academic voice and uncertainty about appropriate use under academic integrity policies.\n学生还表达了对人工智能生成内容的准确性和原创性的担忧，以及对其个人学术表达的保留，并对在学术诚信政策框架下如何恰当使用此类内容存有疑虑。\nThe researchers suggest the findings support a shift from approaches focused primarily on restricting AI toward clearer guidance that develops GenAI literacy, critical evaluation skills and transparent, ethical use. The study recommends incorporating AI literacy across disciplines, creating assignments that encourage students to critique and reflect on AI-generated information and providing consistent institutional guidance about appropriate use.\n研究者指出，研究结果支持一种范式转变：从以限制人工智能为主的应对方式，转向制定更为明确的指导方针，着力培养通用人工智能素养、批判性评估能力以及透明且合乎伦理的使用习惯。该研究建议在各学科中融入人工智能素养教育，设计鼓励学生对人工智能生成信息进行批判性审视与反思的作业，并提供关于人工智能恰当使用的持续性机构性指导。\nBecause the research used a cross-sectional, correlational design and a non-probability sample from one online university, the findings do not establish that GenAI use causes stronger academic performance and should not be generalized to all college students. The authors recommend longitudinal and multi-institutional research to examine how patterns of GenAI use evolve and whether AI-supported learning affects longer-term academic outcomes.\n由于本研究采用横断面相关性设计，并且样本来自某所在线大学而非随机抽样，因此研究结果并不能证明使用生成式人工智能会带来更优异的学业表现，也不应被推广至所有大学生。作者建议开展纵向研究和多机构合作研究，以考察生成式人工智能的使用模式如何演变，以及人工智能支持的学习是否会对学生的长期学业成效产生影响。\nRead the full study, \"Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education.\" Artificial Intelligence in Education, 2(1), 205–223, at .\n阅读完整研究论文《战略整合还是技能补偿？——理解生成式人工智能在在线高等教育中的应用》。载于《教育中的人工智能》，第2卷第1期，第205–223页，网址：。\nAbout the authors\n关于作者\nThe authors are affiliates of the Center for Educational and Instructional Technology Research (CEITR), housed within the University of Phoenix College of Doctoral Studies, which supports scholarly research and collaboration on topics related to teaching and learning, online and in-person education, educational technology strategies, and educational policies, practices and theories.\n作者隶属于凤凰城大学博士学院下属的教育与教学技术研究中心（CEITR），该中心致力于支持围绕教与学、线上线下教育、教育技术策略以及教育政策、实践与理论等主题的学术研究与合作。\nJessica Sylvester, EdD, is senior manager of College Operations, associate faculty and a research fellow with CEITR. A higher education leader with more than 18 years of experience, her research interests include artificial intelligence, student learning, institutional practices and inclusive learning environments for non-traditional students.\n杰西卡·西尔维斯特博士是学院运营部的高级主管、兼职教师，同时也是CEITR的研究员。作为一名拥有逾18年经验的高等教育管理者，她的研究兴趣涵盖人工智能、学生学习、院校实践以及面向非传统学生的包容性学习环境等领域。\nMelinda Kulick, EdD, is assessment manager, associate faculty in the College of Doctoral Studies and a CEITR research fellow at University of Phoenix. She oversees academic assessment for the College of Education and College of Nursing and conducts research exploring generative AI, assessment practices, student engagement and the use of educational technology in online higher education.\n梅琳达·库利克博士（EdD）现任凤凰城大学博士研究生院的评估主管、副教授，同时担任CEITR的研究员。她负责统筹教育学院与护理学院的学术评估工作，并开展相关研究，探讨生成式人工智能、评估实践、学生参与度以及在线高等教育中教育技术的应用等问题。\nLeonidas \"Leo\" Maganares, EdD, is a research fellow at CEITR and quantitative analysis facilitator with extensive experience in higher education. A former academic affairs leader and dean, he holds a doctorate in Educational Leadership and Change and works as an independent data scientist. His expertise includes quantitative analysis, educational leadership and data science.\n莱奥尼达斯·“利奥”·马加纳雷斯博士是CEITR的研究员，同时也是一位在高等教育领域拥有丰富经验的定量分析指导专家。他曾担任学术事务负责人和院长，拥有教育领导与变革方向的博士学位，并以独立数据科学家的身份开展工作。他的专业特长涵盖定量分析、教育领导力以及数据科学。\nStella Smith, PhD, is associate university research chair for CEITR and associate faculty in the College of Doctoral Studies at University of Phoenix. A qualitative researcher, her scholarly interests include educational access, underserved populations in higher education, leadership, technology and educational pipeline alignment. She earned her PhD in Educational Administration from The University of Texas at Austin.\n斯特拉·史密斯博士是CEITR的大学研究副主席，同时兼任凤凰城大学博士研究生院的副教授。作为一名质性研究学者，她的学术兴趣涵盖教育机会、高等教育中的弱势群体、领导力、技术以及教育与职业发展路径的衔接等领域。她于德克萨斯大学奥斯汀分校获得教育管理学博士学位。\nAbout the College of Doctoral Studies\n关于博士研究生院\nUniversity of Phoenix's College of Doctoral Studies focuses on today's challenging business and organizational needs, from addressing critical social issues to developing solutions to accelerate community building and industry growth. The College's research program is built around the Scholar, Practitioner, Leader Model which puts students in the center of the Doctoral Education Ecosystem with experts, resources and tools to help prepare them to be a leader in their organization, industry and community. Through this program, students and researchers work with organizations to conduct research that can be applied in the workplace in real time.\n凤凰城大学博士学院聚焦当今企业与组织面临的诸多挑战，从应对重大社会议题到制定促进社区建设与行业发展的解决方案。学院的研究项目以“学者—实践者—领导者”模型为核心，将学生置于博士教育生态系统的中心，为其提供专家指导、丰富资源与实用工具，助力其成长为所在组织、行业及社区的领军人才。通过这一项目，学生与研究人员与各类机构携手开展研究，所产出的成果可即时应用于实际工作场景。\nAbout University of Phoenix\n关于凤凰城大学\nUniversity of Phoenix is Built for Real Life. 50 Years Strong. The University innovates to help working adults enhance their careers and develop skills in a rapidly changing world through flexible online learning, relevant courses, academic AI pillars, and skills-mapped curriculum for associate, bachelor's and master's degree programs. Active students and alumni have access to Career Services for Life resources including career guidance and tools. For more information, visit phoenix.edu.\n凤凰城大学为真实生活而建，历经50年风雨依然蓬勃发展。学校通过灵活的在线学习、贴合实际的课程、以人工智能为核心的学术支撑体系，以及针对副学士、学士和硕士学位项目的技能导向型课程设置，不断创新，助力在职人士提升职业发展、培养适应快速变化时代所需的能力。在校生与校友均可享受终身职业服务资源，包括职业规划指导与各类实用工具。如需了解更多信息，请访问 phoenix.edu。\nSOURCE University of Phoenix\n来源：凤凰城大学\n21%\n21%\n译文内容由第三方软件翻译。","confidence":0.9,"diagnostics_url":"/api/diagnose?url=https%3A//news.futunn.com/post/79492872/university-of-phoenix-study-finds-genai-use-among-online-adult","quality_bucket":"high","failure_kind":"none","retryable":false,"quality_reason":"High confidence: full text extraction produced 10908 characters.","quality_profile":{"profile_version":"extraction_quality.v2","bucket":"high","confidence":0.9,"failure_kind":"none","retryable":false,"retry_after_attempts":0,"reason":"High confidence: full text extraction produced 10908 characters.","operator_guidance":{"severity":"ok","recommended_action":"trust_full_text","next_step":"Use the extracted full text as the primary article source.","operator_label":"Ready","can_retry":false,"can_use_summary":false,"diagnostics_required":false},"content_depth":{"contract_version":"content_depth.v1","category":"full_text","label":"Full text","has_full_text":true,"has_summary":true,"content_length":10908,"summary_length":504,"usable_text_length":10908,"source_field":"content"},"legacy_collapsed":false,"signals":{"extract_state":"ok","extract_error":null,"extract_retries":0,"content_length":10908,"summary_length":504}},"tags":[],"format_contract_version":"news_item_formats.v1"}}}