基于用户体验模型,探索中国中学生对在线作业的行为:完成作业是否与学业表现有关?
Liu Chen1, Su Luan Wong1, Shaoning Zeng2
1Department of Science and Technical Education, Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia.
Heliyon
|December 13, 2024
概括
在线完成家庭作业显示,中国中学生的学业成绩与中等教育成绩有中等的积极联系. 认知和情绪因素显著影响学生参与在线作业.
科学领域:
- 教育技术的教育技术
- 学术成绩研究 研究学术成绩研究
- 学生参与研究 学生参与研究
背景情况:
- 在线作业越来越普遍,但它对学术成功的影响,尤其是在中国,仍在争论中.
- 传统的家庭作业完成与更好的学业成果有关,但对在线家庭作业影响的研究不一致.
- 了解中国中学生在线作业行为对于教育干预至关重要.
研究的目的:
- 调查中国中学生在线作业完成和学业表现之间的关系.
- 探索影响学生参与在线作业的认知和情感因素.
- 为在线作业系统的用户体验 (UX) 提供见解.
主要方法:
- 对103名中国中学生进行了相关性分析.
- 对有目的地选择的10名学生进行了定性采访.
- 用户体验 (UX) 模型由Topolewski等人. (2020) 指导了定性分析.
主要成果:
- 在线作业完成和学业表现之间发现了积极的,中等的关联.
- 认知因素,如感知到的有用性和易用性,显著影响家庭作业的参与度.
- 情绪因素,包括动机和焦虑,也在在线作业行为中发挥着关键作用.
结论:
- 在线完成家庭作业可以积极影响中国背景下的学业成绩.
- 解决认知和情绪因素是提高学生在线作业参与度的关键.
- 建议进行进一步的研究,以探索影响学生使用在线作业平台的意图的因素.
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