Smart Personal Assistants (SPAs; such as Amazon's Alexa or Google's Assistant) let users interact with computers in a more natural and sophisticated way that was not possible before. Although there exists an increasing amount of research of SPA technology in education, empirical evidence of its ability to offer dynamic scaffolding to enhance students problem-solving skills is still scarce. To fill this gap, the aim of this paper is to find out whether interactions with scaffolding-based SPA technology enable students to internalize and apply problem-solving steps on their own in a 10th grade high school and a vocational business school class. Students in the experiment classes completed their assignments using Smart Personal Assistants, whereas students in the control classes completed the same assignments using traditional methods. This study used a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion. The empirical results revealed that students in the experiment classes acquired significantly more problem-solving skills than those in the control classes (Study 1: p = 0.0396, study 2: p < 0.001), and also uncovered several changes in students' learning processes. The findings provide first empirical evidence for the value of using SPA technology on skill development in general, and on problem-solving skill development in particular.

智能个人助理（SPA；例如Amazon的Alexa或Google的Assistant）使用户能够以前所未有的自然，复杂的方式与计算机进行交互。尽管在教育领域对SPA技术的研究越来越多，但仍缺乏其提供动态脚手架以增强学生解决问题能力的能力的经验证据。为了填补这个空白，本文的目的是找出与基于脚手架的SPA技术的交互作用是否使学生能够在10年级的高中和职业商业学校中自行内部化并应用问题解决步骤。实验班的学生使用智能个人助理完成了作业，而对照班的学生则使用传统方法完成了相同的作业。这项研究采用了一种混合方法，包括两个现场准实验和一个实验后焦点小组讨论。实验结果表明，实验班的学生比对照组的学生解决问题的技能要多得多（研究1：p = 0.0396，研究2：p <0.001），并且还发现了学生学习过程中的一些变化。这些发现为使用SPA技术在一般技能开发，特别是解决问题技能开发方面的价值提供了第一手经验证据。