虚拟旅行:揭示"3I"对学生学习的影响
Shuangshuang Fan1, Shali Wang2, William Mbanyele3
1School of Economics and Management, Wenzhou University of Technology, Wenzhou, Zhejiang, China.
像沉浸和互动这样的Metaverse课堂属性直接促进学习. 心理图像作为一个关键的调解者,而想象力作为一个关键的调解者.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 虚拟学习环境 虚拟学习环境
背景情况:
- 超宇宙教室提供了新的教育体验.
- 了解技术特征对学习的影响至关重要.
- 虚拟环境特征与认知过程之间的相互作用需要研究.
研究的目的:
- 检查元宇宙课堂属性 (沉浸,互动,想象) 对学生学习成果的影响.
- 研究心理图像的调解作用和表达能力的调节作用.
- 开发和验证元宇宙增强教育的整合性概念模型.
主要方法:
- 开发一个整合性的概念模型.
- 使用部分最小平方结构方程建模 (PLS-SEM) 的实证分析.
- 从930个关于元宇宙教室属性和学习成果的验证问卷收集数据.
主要成果:
- 感知到的沉浸和互动积极影响学习成果.
- 心理图像显著调解了元宇宙特征和学习之间的关系.
- 代表性能力可以缓和想象力和心理图像对学习结果的影响.
结论:
- 变态课堂设计应该优先考虑沉浸和互动.
- 培养心理图像是利用元宇宙学习潜力的关键.
- 对表现能力的个体差异会影响元宇宙环境中的学习,突出显示未来研究的领域.
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