评估中国大学生接受基于调查的教学教学意向:技术接受模式的延伸
San-Gen Hu1, Wan-Ying Wang1, Xiao-Xia Wang1
1School of Civil and Transportation Engineering, Guangdong University of Technology, Guangzhou, China.
Frontiers in psychology
|February 7, 2024
概括
学生接受基于调查的教学时,他们感到自信和感知高质量,与态度积极影响意图. 这项研究为高等教育的有效实施提供了信息.
科学领域:
- 教育心理学教育心理学
- 高等教育教学的教学.
- 技术接受模型 技术接受模型
背景情况:
- 传统的教学教学面临着局限性,大学课程改革对基于调查的教学越来越感兴趣.
- 在广泛采用基于调查的方法之前,了解学生接受度和影响因素至关重要.
研究的目的:
- 在大学生中建立基于调查的教学教学的接受模式.
- 调查心理因素的影响,包括自我效能,实施质量和风险感知,对接受.
主要方法:
- 一个扩展的技术接受模型 (TAM) 被开发出来,包括自我效能,实施质量和风险感知.
- 在中国广东省485名大学生中进行了网络问卷调查.
- 使用路径分析来检查接受的决定因素和调节因素.
主要成果:
- 该模型解释了大学生接受调查教学的差异88.6%.
- 态度对行为意图产生了积极的影响;感知到的易用性和实用性通过态度和实用性间接影响了意图.
- 自我有效性直接和间接地影响了行为意图,而风险感知没有显著的负面影响.
结论:
- 该研究提供了一种经过验证的模型,用于理解学生对基于调查的教学的接受.
- 调查结果为决策者,教育工作者和学习者提供了实际意义,以促进高等教育中的基于调查的学习.
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