體驗區
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| 篇名 |
教育元宇宙场域的具身学习效能实证研究
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| 並列篇名 |
An Empirical Study of the Effectiveness of Embodied Learning in the Edu-Metaverse Field
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| 作者 |
傅文晓(FU Wenxiao)
、赵文龙(ZHAO Wenlong)
、黄海舵(HUANG Haiduo)
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| 中文摘要 |
教育元宇宙所创设的超越物理经验世界的数字空间，可为学习者实现具身学习转变有效赋能，但其具身学习效能及实现机制仍缺乏实证检验。本研究将教育元宇宙技术引入高中生态教育环节，构建了基于虚拟现实数字孪生技术的沉浸式拟真环境，并采集与分析被试的互动学习流程数据，进而利用多元回归和结构方程模型，探索具身学习投入度、教师数字素养以及学校数字环境对积极生态行为的影响机制。研究发现，教育元宇宙的具身学习属性能够极大地提高学生积极生态行为水平；情感学习与知识学习在知—情双通道路径中具有显著的链式中介效应，且情感学习的影响远大于知识学习；知识学习对情感学习存在部分竞争与抑制作用。研究建议，从宏观战略角度加快元宇宙技术与教育教学的有机融合，并在微观教学中重视情感学习设计，积极探索元宇宙技术的现实教育潜力。
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| 英文摘要 |
The digital space created by the Edu-Metaverse, which transcends the physical world, effectively empowers learners to achieve embodied learning, but the effectiveness of embodied learning and its realization mechanism are still not empirically tested. This study introduced Edu-Metadata technology into high school ecological education, developed an immersive virtual simulation environment based on VR digital twin technology, and collected and analyzed data from participants during the learning process. In addition, using multiple regression and structural equation modeling, this paper explores the underlying mechanisms between embodied learning engagement, teacher digital literacy, school digital environments, and positive ecological behavior. The results show that, first, embodied learning could significantly increase positive ecological behavior. Second, emotional learning and knowledge learning play a significant chain-mediating effect in the pathway of embodied learning on positive ecological behavior, and the effect of emotional learning is much greater than that of knowledge learning. Finally, there are partial competing and suppressing effects of knowledge learning on emotional learning. This study concludes that the integration of metadata-related technologies with education should be accelerated at a macro level, and the design of emotional learning domains should be emphasized in micro pedagogical practices, while controversies over the reality of the digital world should be set aside to explore the realistic educational potential of metadata technologies actively.
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| 頁次 |
085-095
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| 關鍵詞 |
教育元宇宙
、具身学习
、生态教育
、情感学习
、链式中介
、Edu-Metaverse
、embodied learning
、eco-education
、emotional learning
、chain-mediating effect
、CSSCI
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| 卷期 |
28:2
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| 日期 |
202204
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j.cnki.kfjyyj.2022.02.009
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