从生成式AI虚拟病人对话日志到教师可解释的过程证据：高等教育学习分析研究
原标题：From GenAI Virtual Patient Dialogue Logs to Teacher-Interpretable Process Evidence: A Learning Analytics Study in Higher Education
AI 摘要
莫纳什大学、北京大学、汕头大学医学院和香港大学的研究者分析了210名二年级医学生五周内1030次生成式AI虚拟病人问诊对话，通过行为频率、认知网络分析和转换网络分析三层编码，发现高评分问诊不仅活动量更多，更常将信息收集与沟通、核查、组织和综合连接，且总结和组织行为更易引发验证或机制导向的追问。研究表明分层分析AI虚拟病人对话日志可提供教师可解释的临床推理过程证据，支持医学教育中的过程导向反馈。
正文节选
[5,1]\fnmDragan \surGašević [2]\fnmYizhou \surFan 1]\orgdivFaculty of Information Technology, \orgnameMonash University, \orgaddress \cityMelbourne, \postcode3800, \countryAustralia 2]\orgdivGraduate School of Education, \orgnamePeking University, \orgaddress\cityBeijing, \postcode100871, \countryChina 3]\orgdivDepartment of Clinical Skills Training Center,, \orgnameShantou University Medical College, \orgaddress\cityShantou, \postcode515041, \countryChina 4]\orgdivOffice of Teaching Affairs, \o