不同的目标如何影响学生的内部协作脚本配置? 一个认识论网络分析研究的结果
Tugce Özbek1, Martin Greisel1, Christina Wekerle1
1Department of Educational Psychology, University of Augsburg, Augsburg, Germany.
Frontiers in psychology
|September 24, 2024
概括
在计算机支持协作学习 (CSCL) 环境中诱导学习目标改变了学生如何结合协作脚本,从而获得更好的知识,即使个人脚本选择没有改变.
科学领域:
- 教育心理学教育心理学
- 人与计算机的交互
- 协作式学习是一种协作式学习.
背景情况:
- 计算机支持协作学习 (CSCL) 环境中的学习者行为受到内部协作脚本的影响.
- 脚本指导理论认为,内部脚本组件根据学习者的目标动态重新配置,但这仍然未经经验证.
研究的目的:
- 实证测试脚本指导理论的内部脚本配置原理.
- 调查诱导学习目标对学习者内部脚本配置和CSCL知识获取的影响.
主要方法:
- 在CSCL环境中实验性操纵学习目标,233名服务前教师在二合一中协作.
- 在测试前和测试后测量内部脚本,专注于脚本小程序级别的分析.
- 利用认识网络分析来检查脚本组合.
主要成果:
- 目标诱导没有影响单个脚本组选,但显著改变了脚本组合,表明目标导向的脚本配置.
- 与对照组相比,学习目标条件的参与者在教育理论和证据方面表现出明显更大的知识获取.
结论:
- 为内部脚本配置原则提供了直接的经验证据.
- 证明诱导学习目标有效地在CSCL环境中构建了知识获取架构.
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