在静态和交互式的音乐学习环境中发展情绪智能
1Conservatory of Music, Huanggang Normal University, Huanggang, Hubei, China.
Frontiers in psychology
|February 20, 2024
概括
交互式电子学习环境与静态学习环境相比,在音乐学生中显著提高了情绪智能 (EI). 这种交互式方法导致更高的EI分数,证明了EI发展的长期好处.
科学领域:
- 教育技术的教育技术
- 心理学 心理学 心理学
- 音乐教育 音乐教育教育
背景情况:
- 静态电子学习环境需要被动的学习者参与.
- 交互式电子学习环境要求学习者积极参与和互动.
- 情绪智能 (EI) 是音乐教育学生的关键技能.
研究的目的:
- 为了比较交互式与静态电子学习环境对学生情绪智能的影响.
- 评估不同学习环境对EI发展的长期有效性.
主要方法:
- 一个涉及216名音乐教育学生的准实验性设计.
- 组A (n=108) 接受了静态学习体验 (讲座,视频,阅读).
- B组 (n=108) 经历了交互式学习环境 (论坛,练习,日记讨论).
- 梅耶尔-萨洛维-卡鲁索情绪智力测试在干预前和干预后 (6个月后) 进行.
主要成果:
- 组B (交互式) 在干预后立即表现出更高的整体情绪智力得分.
- 六个月后,B组在整体EI分数方面保持了优势.
- 虽然最初在"管理情绪"方面较低,但B组在6个月后显示出显著的改善 (p=0.01).
结论:
- 交互式电子学习环境在提高音乐学生的情绪智能方面更有效.
- 互动式学习对EI的好处持续了6个月.
- 这项研究强调了交互式学习在高等教育中发展情绪智能的实际意义.
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