图书馆与图书馆事业

具身智能驱动图书馆知识服务:基于用户视角*

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  • (1.吉林大学马克思主义学院   吉林长春   130012)
于杨(1976-),女,吉林大学马克思主义学院教授,博士生导师,研究方向:网络与大学治理;张豪永(2000-),男,吉林大学马克思主义学院博士研究生,研究方向:网络与大学治理。

收稿日期: 2025-05-20

  网络出版日期: 2025-07-23

基金资助

*本文系吉林省社会科学基金项目“思政教育元素有机融入高校虚拟仿真教学的育人体系研究”(项目编号:2023S14)与2024年度吉林大学人工智能赋能本科教育教学改革专项课题“生成式人工智能赋能《思想道德与法治》课堂教学方法改革与创新——基于智谱清言的智能场景创设”(项目编号:24AI015Z)研究成果之一。

Embodied Intelligence Drives Library Knowledge Services: From the User's Perspective

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Received date: 2025-05-20

  Online published: 2025-07-23

摘要

具身智能强调以物理身体为媒介,在特定环境中进行持续、主动地感知、认知、行动和交互活动。用户视角下,具身智能驱动图书馆知识服务的技术内核涵盖了融合多元传感的环境数字孪生构筑、适应动态场景的智能决策生成、自主路径规划的灵巧物理操控以及理解人本需求的自然人机协作。在此基础上,具身智能驱动图书馆进行“身临其境”的智慧资源服务、“手脑并用”的参考咨询服务、“心意相通”的沟通协作服务以及“众智汇聚”的智能支持服务等。从价值指向上看,具身智能正驱动图书馆知识服务从“环境适应”到“空间赋权”、从“信息获取”到“情境体验”、从“单向灌输”到“双向互动”、从“功能满足”到“自我实现”,从而提高用户的自主性、沉浸感、参与度以及满意度。

本文引用格式

于 杨 张豪永 . 具身智能驱动图书馆知识服务:基于用户视角*[J]. 图书与情报, 2025 , 45(03) : 114 -123 . DOI: 10.11968/tsyqb.1003-6938.2025038

Abstract

Embodied intelligence emphasizes the continuous and active perception, cognition, action and interaction activities carried out in a specific environment using the physical body as a medium. From the user's perspective, the technical core of embodied intelligence-driven library knowledge services encompasses the construction of environmental digital twins that integrate multiple sensors, intelligent decision generation that adapts to dynamic scenes, agile physical control for autonomous path planning, and natural human-machine collaboration that understands human needs. On this basis, embodied intelligence drives libraries to provide "immersive" intelligent resource services, "hand-brain combined" reference consultation services, "heart-to-heart connection" communication and collaboration services, as well as "collective wisdom convergence" intelligent support services, etc. From the perspective of value orientation, embodied intelligence is driving library knowledge services from "environmental adaptation" to "spatial empowerment", from "information acquisition" to "situational experience", from "one-way indoctrination" to "two-way interaction", and from "functional satisfaction" to "self-actualization", thereby enhancing users' autonomy, immersion, participation and satisfaction.
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