Redefining Teacher-AI Collaboration: a Study of a Collaborative Design Framework for Context-Aware English Lesson Plans

Abstract

In the era of Artificial Intelligence, human-computer collaborative teaching has become a new picture of future development in the field of education, and how to utilize AI technology to collaborate on English lesson plan design has not yet been fully studied. Based on this, this paper explores the framework of context-aware English lesson plan collaborative design and improves the Bayesian knowledge tracking to propose the CS-BKT model to obtain students' English knowledge level and facilitate assisting English lesson plan design. The results show that the CS-BKT model possesses a better knowledge state tracking effect with optimal values of AUC, Accuracy, r2 and RMSE metrics, the first three of which are improved by 0.85% to 25.16%, 1.38% to 12.53% and 6.26% to 230.95%, while the latter is reduced by 3.42% to 13.80%. After applying the proposed model and framework, students in the experimental group showed significantly higher results in the latter five tests of their knowledge level than those in the control group (p < 0.05) and obtained higher teacher satisfaction. The context-aware English lesson plan co-design framework integrates context-awareness and artificial intelligence technologies and can promote the overall improvement of English teaching quality.