学习者在多式模式语言学习教育中的持续意图:一种创新的多重线性回归模型
Yan Huang1,2, Wei Xu3, Paisan Sukjairungwattana4
1School of Foreign Languages, East China Normal University, 200241, Shanghai City, China.
Heliyon
|April 1, 2024
概括
通过技术增强的多式模式语言学习,积极影响学习者继续学习的意图. 感知到的有用性和易用性等因素是关键因素,尽管个人投资并不能直接预测持续的参与.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 在线学习在线学习
背景情况:
- 由于COVID-19的流行,需要广泛采用多式模式的语言学习教育.
- 学习者参与了混合方法,包括大规模开放在线课程,雨课堂和微信.
- 了解影响持续参与的因素对于有效的在线教育至关重要.
研究的目的:
- 探索影响学习者在多式模式语言学习中的持续意图的因素.
- 提出并测试多模线性回归模型用于多式模式教育.
- 确定在线语言学习中持续参与的关键预测因素.
主要方法:
- 这项定量研究涉及334名中国参与者,他们经历了多式模式的语言学习.
- 通过通过问卷星.通过问卷星.管理的全面在线问卷收集数据.
- 使用多重线性回归来测试假设和模型合适性的分析.
主要成果:
- 感知到的易用性,感知到的有用性和态度与继续使用的意图有积极的相关性.
- 技术接受模型构造,任务技术合适性,个人技术合适性,开放性和声誉与参与有关.
- 对多式联络语言学习的个人投资并没有直接或间接预测继续留学的意图.
结论:
- 技术接受因素显著预测了多式联络语言学习的持续参与.
- 虽然个人投资很重要,但其与持续意图的直接联系需要进一步调查.
- 教师应该专注于提高感知价值和易用性,以改善在线语言课程中的学习者保留率.
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