一句话：调查一年级软件工程学生发现 ChatGPT 成为主要求助来源，并可能减少同伴互动，但仍需重视同伴支持。
生成式 AI 工具（如 ChatGPT）正在重塑高等教育。现有研究多关注学术诚信与 AI 融入教学，但对其如何影响学生求助模式与同伴互动仍知之甚少。本文针对 94 名一年级软件工程学生，考察其 GenAI 工具使用、求助偏好与同伴支持的重要性。调查结果显示，50% 的学生将 GenAI 工具作为主要求助来源，43% 的学生表示使用 ChatGPT 减少了与同伴互动的需求；但学生总体仍认可社会互动与同伴支持对学习的重要性。作者基于这种双重发现，扩展了先前关于生成式 AI 教育整合的建议，并就如何在 GenAI 时代支持学生求助与同伴支持提出新建议。
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, are reshaping higher education. In research, a lot of attention has been given to concerns like academic integrity and how to integrate AI into learning and teaching. However, little is known about how these tools impact student help-seeking patterns and peer interactions. This short paper investigates GenAI tools, help-seeking preferences and the importance of peer support among first-year software engineering students (n=94). Our responses show that 50% of the students use GenAI tools as the primary source of help-seeking, and 43% report that using ChatGPT reduces their need to interact with peers. However, students generally recognize the importance of social interaction and peer support for their learning. We use these duality findings to extend previous recommendations for integrating generative AI in education by providing new recommendations on how educators can support help-seeking and peer support in the age of GenAI.
@inproceedings{paperbot9106,
title = {"Person is a person, a tool is a tool" - ChatGPT’s Role in Student Help-Seeking Behavior and Peer Support},
author = {Sonja Hyrynsalmi and Micheal Tuape and Antti Knutas},
booktitle = {FSE},
year = {2025},
doi = {10.1145/3696630.3727235}
}