基于智能手机的学习提醒可以成为双刃剑
Lea Nobbe1,2, Jasmin Breitwieser3,4, Daniel Biedermann5
1Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany. l.nobbe@dipf.de.
NPJ science of learning
|June 21, 2024
概括
智能手机提醒可以通过使学生过度依赖来妨碍定期学习. 虽然学生在提醒的情况下学习更多,但与对照组相比,在没有提醒的日子里,他们学习更少.
科学领域:
- 教育技术的教育技术
- 行为心理学 行为心理学
背景情况:
- 智能手机应用程序中的提醒是常见的促进常规行为.
- 它们在培养学生一致的学习习惯方面的有效性正在调查中.
研究的目的:
- 检查智能手机提醒对学生定期学习的影响.
- 为了确定提醒是否促进或阻碍了随着时间的推移一致的学习行为.
主要方法:
- 基于智能手机的人与人之间的实验与85名初中生 (年龄10-12岁) 进行.
- 来自词汇学习应用程序的日志文件数据在36天的干预期内被分析.
- 学生在16个预定日内收到提醒.
主要成果:
- 与没有提醒的日子相比,在收到提醒的日子里,学生更有可能学习.
- 然而,与对照组相比,在没有提醒的日子里,学生的学习量较少,这表明学生的依赖程度增加了.
- 这种有害影响在整个干预期间加剧.
结论:
- 提醒可能具有双重效应,可能导致有害的依赖.
- 过度依赖提醒可能会降低对定期学习的内在动机.
- 需要进一步的研究来优化提醒策略,以保持学生的参与度.
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