摩尔在线学习交互模型在学习成果中的应用:SOR (刺激-生物体-反应) 范式的视角
Junjie Pan1, Nor Asniza Ishak1, Yao Qin2
1School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia.
Heliyon
|April 8, 2024
概括
在线学习互动改善学生对有用性和易用性的看法,积极影响学习成果. 感知到的易用性提高了结果,而感知到的有用性则产生了负面影响.
科学领域:
- 教育技术的教育技术
- 在线学习教学教学在线学习教学
背景情况:
- 刺激-有机体-反应 (SOR) 范式为理解外部刺激如何影响内部状态和随后的行为提供了一个框架.
- 在线学习环境提供独特的刺激,塑造学生的感知和影响教育成果.
研究的目的:
- 通过SOR模型的透视来研究在线学习互动对学生学习成果的影响.
- 检查学习者对有用性和易用性的看法如何调解在线学习互动和学习成果之间的关系.
主要方法:
- 使用结构化问卷对中国397名高等教育学生进行量化研究方法.
- 测量和结构模型的评估,以分析在线学习互动,学生的感知和学习成果之间的关系.
主要成果:
- 在线学习互动显著提高了学生对在线学习的看法,特别是其实用性和易用性.
- 感知到的易用性积极调解在线学习互动和学习成果之间的关系.
- 感知到的有用性负面地调解了在线学习互动和学习成果之间的关系.
结论:
- 在线学习互动对于塑造积极的学生观念和影响学习成果至关重要.
- 感知到的实用性和易用性的差异化调解效应突显了在线学习设计对学生成功的微妙影响.
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