关键词: AIGC工具, 使用效果, 研究生, 信息素养, 使用行为, 主题分析

Abstract:

[Purpose/Significance] As an emerging technology, the use of artificial intelligence-generated content (AIGC) tools is comprehensively influenced by factors such as individuals, tasks, and tools themselves. From an educational perspective, one effective way to influence user behavior is to improve the outcomes of graduate students' use of AIGC tools. This study aims to reveal the key dimensions and influencing factors of AIGC use by analyzing graduate students' spontaneous behaviors when using AIGC tools. It further seeks to improve the application efficiency of AIGC in graduate students' learning and scientific research, and promote deeper integration between tools and academic activities. [Method/Process] The research follows the logic of "from the spontaneous behavior of users to the active guidance of educators", mainly adopting the semi-structured interview method to collect data, and the thematic analysis method to analyze data. Semi-structured interviews were conducted with 25 graduate students from Chinese universities or scientific research institutions. The interviewees included 14 master's students and 11 doctoral students, covering three disciplinary categories: natural sciences (11 students), social sciences (10 students), and humanities (4 students). According to thematic analysis, the interview data were coded, and theoretical saturation was tested. On this basis, a theoretical model of the outcome and its influencing factors of graduate students' use of AIGC tools was constructed, and targeted suggestions were put forward from the perspective of information literacy education. [Results/Conclusions] The use outcome of graduate students' AIGC tool use includes three dimensions: task completion, subjective satisfaction, and process harvest. Its influencing factors involve four aspects: task & situation, personal characteristics, behavioral process, and tool characteristics. 1) task & situation: The use outcome is affected by the matching degree between task demands and application scenarios; 2) personal characteristics: The use outcome is influenced by graduate students' own basic abilities, subjective attitudes, and tool operation skills; 3) behavioral process: The use outcome is significantly impacted by the input of instructions to tools and the provided content; 4) tool characteristics: The use outcome is notably affected by tools' technical functions and operational limitations. Regarding AIGC tool-related education, it is suggested that information literacy educators emphasize the application scenarios of tools, improve the comprehensive ability of graduate students, carry out diversified teaching and training, and pay attention to the dynamics of tool and technology. This study still has some limitations. For instance, it has only identified the dimensions and influencing factors of graduate students' AIGC tool use outcome. Future research will further explore the causal pathways involved in the model through empirical studies.

Key words: AIGC tool, use outcome, graduate student, information literacy, use behavior, thematic analysis