一项关于如何在基于SVVR的虚拟学习环境中改进学生在景观建筑保护课程中的持续意图的研究
1School of Media, Guangxi Vocational & Technical College, 530000 Nanning, China.
Acta psychologica
|January 25, 2025
概括
学生更有可能使用沉浸式虚拟现实 (SVVR) 教育材料的景观保护,如果他们有一个积极的态度和经验流. 感知冷酷和自我效能等因素增强了这种态度.
科学领域:
- 环境教育环境教育
- 教育技术的教育技术.
- 景观保护 景观保护
背景情况:
- 城市化增加了环境风险,减少了生态意识,强调了对景观保护教育的需要.
- 传统的教学方法对于技术支持的景观保护学习是不够的.
- 使用尖端技术的新型教育策略对于改善学生学习体验至关重要.
研究的目的:
- 评估学生继续使用沉浸式虚拟现实 (SVVR) 教学材料来保护景观的意图.
- 构建和验证基于UTAUT模型,冷度理论和流量理论的结构方程模型.
- 确定影响教育环境中采用SVVR的关键因素.
主要方法:
- 对382名学生进行了一项调查.
- 使用结构方程建模 (SEM) 来分析数据.
- 该研究整合了来自技术接受和使用统一理论 (UTAUT),冷却理论和流量理论的变量.
主要成果:
- 学生使用SVVR教育资源的意图受到态度和流动的重大影响.
- 绩效预期,努力预期,感知冷静度,感知可持续性和自我效能对态度产生积极影响.
- 自我效能显示出与流动的积极关系,而流动并不直接影响态度.
结论:
- 扩展的UTAUT模型有效地解释了学生使用SVVR用于景观保护教育的意图.
- 洞察力对于开发和实施SVVR教育材料在保护课程中非常有价值.
- 该研究提供了一个方法框架,用于在类似的教育技术环境中应用扩展的UTAUT模型.
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