测试ICAP:技术增强的学习活动如何与高等教育中的认知和情感激励学习结果有关
Christina Wekerle1, Martin Daumiller2, Stefan Janke3
1University of Augsburg, Universitätsstr. 10, 86135, Augsburg, Germany. christina.wekerle@phil.uni-augsburg.de.
Scientific reports
|July 15, 2024
概括
数字技术可以增强高等教育的学习,但这项研究发现,互动活动是学习感知的关键. 被动学习活动可能会对动机产生负面影响,尽管具体的活动类型需要进一步调查.
科学领域:
- 教育技术的教育技术
- 高等教育教学的教学.
- 认知心理学 认知心理学
背景情况:
- 数字技术为高等教育学习提供了潜力.
- 互动,建设性,积极,被动 (ICAP) 框架表明,高质量的学习活动 (互动,建设性) 比低质量的活动 (积极,被动) 更有效.
- 在真正的,技术增强的环境中缺乏经验研究.
研究的目的:
- 在技术增强的高等教育课程中研究不同学习活动模式 (交互式,建设式,主动式,被动式) 的认知和情感激励效应.
- 检查这些模式对学生学习感知和情感激励结果的影响.
- 解决现实世界技术增强的教学环境中的实证研究的差距.
主要方法:
- 利用了来自170个课程会议的3820个学生评估的大量数据集.
- 教师报告了学生参与的学习活动.
- 采用多层结构方程建模来分析数据.
主要成果:
- 技术增强的交互式学习活动与学生对学习的感知有所改善.
- 被动学习活动显示出对情感-动机结果的潜在负面影响.
- 构建性和交互性学习活动对被动性和主动性学习活动在认知和情感激励结果方面的假设优越性没有得到最终支持.
- 在某种模式内,个别的学习活动可能会产生不同的影响.
结论:
- 交互式学习活动对于学生在技术增强的高等教育中如何感知他们的学习是很重要的.
- 被动学习活动可能会阻碍学生的动机和影响.
- 需要进一步的研究,以了解特定学习活动在更广泛的模式中的细微影响,以优化技术增强学习.
- 这些发现表明,需要采取更细致的方法来分析数字学习活动的影响.
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