提高在线高等教育环境中学生学习成果的H5P的有效性
Tarosh Jacob1, Stephanie Centofanti1
1University of South Australia Online, UniSA City West Campus, Adelaide, South Australia 5000 Australia.
概括
在线心理学课程中的交互式H5P资源并没有显著改善学生的评估成绩,尽管参与者中有积极的学生体验. 需要进一步的研究来了解参与障碍.
科学领域:
- 教育技术的教育技术
- 在线学习在线学习
- 心理学 教育学 心理学 教学
背景情况:
- 创新的教学设计增强了在线学生的参与和学习.
- 交互式学习资源,如H5P (HTML 5 Package),提供个性化的内容参与.
- 虽然H5P可以提高参与度,但它对学习成果的影响尚未得到充分研究.
研究的目的:
- 评估交互式H5P资源是否改善了本科在线心理学中评估的学习成果.
- 为了比较使用H5P和对照组的学生之间的评估结果.
主要方法:
- 采用了一个随机交叉设计.
- 在线本科心理学课程的学生接触到H5P交互式视频.
- 对H5P组和对照组的评估得分进行了比较.
主要成果:
- 在接触H5P的学生和对照组之间,没有发现评估得分的显著差异.
- 总体而言,对H5P互动内容的参与度很低.
- 与H5P接触的学生报告了积极的体验和对交互元素的偏好.
结论:
- 交互式H5P资源在这个在线心理学课程中没有明显改善学习成果.
- 低参与度对H5P的有效性构成障碍.
- 未来的研究应该涉及可访问性和教育策略,以增加H5P参与度及其对成绩的潜在影响.
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