在线学习中注意力的元认知管理在线学习中的注意力管理
Matthew Jensen Hays1, Scott Richard Kustes1, Elizabeth Ligon Bjork2
1Amplifire, Boulder, CO 80301, USA.
Journal of Intelligence
|April 26, 2024
概括
基于计算机的培训可以改善长期的学习,即使这似乎很困难. 这项研究发现,尽管有COVID-19大流行,数字学习平台在很大程度上没有中断,确保有效的知识保留.
科学领域:
- 认知科学 认知科学
- 教育技术的教育技术
- 学习科学 学习科学
背景情况:
- 培训绩效是长期学习和概括性的糟糕指标.
- 促进快速绩效增长的条件往往阻碍了持久的学习.
- 基于计算机的培训提供了富有成效的,尽管不直观的学习条件,但可能容易中断.
研究的目的:
- 确定在数字环境中检测学习者中断的方法.
- 在基于认知科学的数字学习中量化中断频率.
- 评估大流行对学生对数字学习的元认知参与的影响.
主要方法:
- 分析时间标记的交互数据,以检测学习者中断.
- 开发越来越客观的异常结果检测方法.
- 在COVID-19大流行期间,对数字学习体验中中断率的检查.
主要成果:
- 学习者中断的频率不高,仅发生在1.565%至3.206%的在线互动中.
- 基于证据的数字学习平台表现出了对流行病相关干扰的弹性.
- 学生在平台上的参与和学习似乎不受远程教学转变的影响.
结论:
- 数字学习平台可以提供有效和稳定的学习环境,即使在广泛的教育中断期间.
- 在精心设计的数字环境中,学习者的中断是最小的.
- 基于认知科学的数字教学为传统方法提供了强大的替代方案,减轻了外部干扰对学习的负面影响.
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