Author(s)

Hui Chen ¹, Yunna Xue ¹, Liying Gao ¹, Chonghai Xu ¹, Zhaoqiang Chen ¹

Affiliation(s)

¹ School of Mechanical Engineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China

Corresponding Author

Zhaoqiang Chen

ABSTRACT

Generative artificial intelligence is changing the way teachers and students interact in class, and the teaching subject is expanding from a "teacher–student" pair to a "teacher–student–AI" triad. When such technology is introduced into engineering foundation courses, three questions have to be answered: what teaching responsibilities AI should take, how technological substitution and formalistic collaboration can be avoided, and how an evaluation mechanism suited to the collaborative process can be built. Taking the course Fundamentals of Mechanical Design as its object, this paper constructs a "teacher–student–AI" collaborative teaching framework along three lines, namely role reconstruction, layered interaction and data integration. It designs a human–AI interaction process at the cognitive, analytical and creative levels, and delimits the role of AI according to the principle of "assisting rather than replacing". On this basis, it establishes a whole-process evaluation system covering the three dimensions of knowledge, ability and literacy, explains how learning-process data are transformed into digital portraits and fed back into teaching, and illustrates the correspondence between teaching activities and evaluation evidence with the case of bolt group design. The paper also discusses implementation risks, including the reliability of generated content, data privacy, teachers' workload and evaluation fairness, together with the corresponding safeguards. The study belongs to research on teaching-model construction and implementation design; the quantitative targets mentioned are proposed goals that await verification in subsequent teaching pilots.

KEYWORDS

Generative Artificial Intelligence; Teacher–Student–AI Collaboration; Fundamentals of Mechanical Design; Multi-Dimensional Evaluation

CITE THIS PAPER

Hui Chen, Yunna Xue, Liying Gao,  Chonghai Xu, Zhaoqiang Chen. Teacher–Student–AI Collaborative Teaching and Multi-Dimensional Intelligent Evaluation: A Case Study of the Generative Classroom. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 4, 110-117. DOI: http://dx.doi.org/10.23977/aetp.2026.100415.

REFERENCES

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