This full research paper investigates the impact of generative AI (GenAI) on the learner experience, with a focus on how learners engage with and utilize the information it provides. In e-learning environments, learners often need to navigate a complex information space on their own. This challenge is further compounded in interdisciplinary fields like bioinformatics, due to the varied prior knowledge and backgrounds. In this paper, we studied how GenAI influences information search in bioinformatics research: (1) How do interactions with a GenAI chatbot influence learner orienteering behaviors?; and (2) How do learners identify information scent in GenAI chatbot responses? We adopted an autoethnographic approach to investigate these questions. GenAI was found to support orienteering once a learning plan was established, but it was counterproductive prior to that. Moreover, traditionally value-rich information sources such as bullet points and related terms proved less effective when applied to GenAI responses. Information scents were primarily recognized through the presence or absence of prior knowledge of the domain. These findings suggest that GenAI should be adopted into e-learning environments with caution, particularly in interdisciplinary learning contexts.

翻译：本研究论文探讨了生成式人工智能（GenAI）对学习者体验的影响，重点关注学习者如何参与并利用其提供的信息。在电子学习环境中，学习者通常需要独立驾驭复杂的信息空间。在生物信息学等跨学科领域，由于学习者先验知识和背景的多样性，这一挑战尤为突出。本文研究了GenAI如何影响生物信息学研究中的信息搜索行为：（1）与GenAI聊天机器人的互动如何影响学习者的定向探索行为？（2）学习者如何识别GenAI聊天机器人响应中的信息线索？我们采用自我民族志的研究方法来探究这些问题。研究发现，在学习计划确立后，GenAI能够有效支持定向探索，但在此之前则可能产生反效果。此外，传统上信息价值较高的呈现形式（如项目符号列表和相关术语）在应用于GenAI响应时效果减弱。信息线索的识别主要取决于学习者是否具备相关领域的先验知识。这些发现表明，在电子学习环境中引入GenAI需持谨慎态度，尤其在跨学科学习情境中。