In recent years, the rapid development of artificial intelligence technology,
especially the emergence of large language models (LLMs) such as ChatGPT, has
presented significant prospects for application in the field of education. LLMs
possess the capability to interpret knowledge, answer questions, and consider
context, thus providing support for dialogic teaching to students. Therefore,
an examination of the capacity of LLMs to effectively fulfill instructional
roles, thereby facilitating student learning akin to human educators within
dialogic teaching scenarios, is an exceptionally valuable research topic. This
research recruited 34 undergraduate students as participants, who were randomly
divided into two groups. The experimental group engaged in dialogic teaching
using ChatGPT, while the control group interacted with human teachers. Both
groups learned the histogram equalization unit in the information-related
course "Digital Image Processing". The research findings show comparable scores
between the two groups on the retention test. However, students who engaged in
dialogue with ChatGPT exhibited lower performance on the transfer test.
Electroencephalography data revealed that students who interacted with ChatGPT
exhibited higher levels of cognitive activity, suggesting that ChatGPT could
help students establish a knowledge foundation and stimulate cognitive
activity. However, its strengths on promoting students. knowledge application
and creativity were insignificant. Based upon the research findings, it is
evident that ChatGPT cannot fully excel in fulfilling teaching tasks in the
dialogue teaching in information related courses. Combining ChatGPT with
traditional human teachers might be a more ideal approach. The synergistic use
of both can provide students with more comprehensive learning support, thus
contributing to enhancing the quality of teaching.

最近几年，人工智能技术的迅猛发展，特别是诸如 ChatGPT 等大型语言模型的出现，为教育领域的应用提供了重要前景。然而，对于 LLMs 来有效地履行教学角色以促进学生学习，从而实现与人类教育工作者类似的对话式教学情景，仍然是一个非常有价值的研究课题。本研究招募了 34 名本科生作为参与者，随机分成两组。实验组使用 ChatGPT 进行对话式教学，而对照组与人类教师互动。两组学习了信息相关课程 “数字图像处理” 中的直方图均衡化单元。研究结果显示，两组在记忆测试中得分相当。然而，与 ChatGPT 交互的学生在迁移测试中表现较差。脑电图数据显示，与 ChatGPT 互动的学生展示出更高水平的认知活动，表明 ChatGPT 可以帮助学生建立知识基础并刺激认知活动。然而，它在促进学生知识应用和创造力方面的优势不显著。基于研究结果，可以明确 ChatGPT 在信息相关课程的对话式教学中不能完全胜任教学任务。结合 ChatGPT 与传统人类教师可能是更理想的方法。两者的协同使用可以为学生提供更全面的学习支持，从而提高教学质量。