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原文摘要

Generative artificial intelligence (GenAI) is now commonplace in higher education, yet unguided use can harm learning. Universities have responded with policies asking students to use GenAI for learning, not solutions, but how to translate these policies into classroom instruction remains untested. Here we report a randomized controlled trial with a six-week, end-of-semester follow-up (N = 431) in an introductory programming course comparing four instructional approaches, from a two-sentence reminder (Condition 1) to a multi-step constructive task (Condition 4). We found: (1) all four approaches produced learning-oriented prompting gains that persisted six weeks later and scaled with the designed engagement level, from 8 to 51 percentage points; (2) students in every condition self-reported sustained voluntary use, and confidence grew in step with skill; and (3) final examination performance did not differ between conditions, placing the possible boundary of the effects at the pathway from prompting skill to achievement. These findings provide instructors with an empirically calibrated set of options for translating GenAI-use policies into classroom practice.