體驗區
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| 篇名 |
技术赋能学习了吗？——学习者使用技术对学习体验的影响
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| 並列篇名 |
Has Technology Empowered Learning? A Study on the Impact of Learners’ Technology Usage on Learning Experience in Smart Classroom
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| 作者 |
彭红超(PENG Hongchao)
、赵佳斌(ZHAO Jiabin)
、闫寒冰(YAN Hanbing)
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| 中文摘要 |
智慧课堂作为智慧学习环境范式，追求利用技术优势帮助学习者获得良好的学习体验，然而技术如何影响学习体验，未发现有研究给出明确的回答。对此，本研究随机调查了六个省市在智慧课堂学习的1775名中小学生，构建了由技术使用、学习行为、学习体验、学生凝聚力、教师公平对待等变量组成的中介模型，探究其影响机制。通过高阶因素、结构方程、潜调节结构方程等方法分析数据，本研究发现：1)在智慧课堂中使用技术能够正向影响学生的学习体验；2)这种影响是通过影响学习行为间接实现的(即学习行为具有传导性);3)学习者的凝聚力和感受到的教师公平对待均在这种间接影响的前半路径(即技术使用影响学习行为这一路径)中具有显著的正向调节效应。本研究还发现，相比2015年，智慧课堂的质量有了实质性的提升；数据获取、自主学习、探究学习和合作学习成为智慧课堂的主要学习行为。这些发现能够对优化智慧课堂建设及其教学创新提供启示。
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| 英文摘要 |
As a paradigm of a smart learning environment, the smart classroom pursues the use of technological advantages to help learners obtain a better learning experience. However, no research clearly understands how technology usage impacts the learning experience. In response, 1,775 primary and middle school students who participated in smart classroom learning from 6 provinces and cities were randomly surveyed. A moderated mediation model composed of variables such as technology usage, learning behaviors, learning experience, students cohesiveness, and teacher’s equitable treatment is constructed to explore the impact mechanism of learners’ technology usage on learning experience in smart classrooms. The study analyzes the survey data through statistical methods such as higher-order factor analysis, structural equations, and latent moderated structure equations. It is found that:1) The technology usage in smart classrooms can positively impact the learning experience of students, 2) but this kind of impact is totally realized indirectly by influencing learning behavior(that is, learning behavior is conductive); 3) The students’ cohesiveness and the teacher’s equitable treatment both have a significant positive moderated effect in the first half of this indirect influence path(a.k.a. the path in which the technology usage impacts learning behaviors). In addition, this study also found that the quality of smart classrooms has substantially improved compared to the year 2015, and learning data acquisition, self-directed learning, inquiry learning, and cooperative learning have become the main learning behaviors of smart classrooms. It is hoped that these findings can provide valuable enlightenment to further optimize the construction and teaching innovation in smart classrooms.
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| 頁次 |
110-120
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| 關鍵詞 |
智慧课堂
、技术使用
、学习体验
、技术赋能
、学习行为
、smart classroom
、technology usage
、learning experience
、technology empowerment
、learning behaviors
、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.2022.02.012
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