学生对学习分析心理健康支持的看法:定性研究
Aglaia Freccero1, Miriam Onwunle2, Jordan Elliott1
1Division of Psychiatry, Department of Brain Sciences, Imperial College London, 2nd Floor Commonwealth Building, Du Cane Road, London, W12 0NN, United Kingdom, 44 7551893250.
JMIR formative research
|August 1, 2025
概括
学生在学习分析中看到心理健康支持的潜力,但强调需要参与设计和道德考虑. 这项研究强调了学生声音在开发这些福祉工具方面的重要性.
科学领域:
- 教育技术的教育技术
- 公共卫生 公共卫生
- 心理学 心理学 心理学
背景情况:
- 学生的心理健康是一个重要的全球公共卫生问题.
- 学习分析为早期检测行为和学习模式变化提供了潜在的潜力.
- 现有的研究缺乏学生对使用学习分析用于心理健康的观点.
研究的目的:
- 探索大学生对使用学习分析来支持心理健康和福祉的看法.
- 了解学生对数据隐私,透明度和学习分析中的伦理考虑的态度.
主要方法:
- 对15名大学生 (年龄在20-26岁) 进行了半结构化的在线采访.
- 成立了一个学生咨询小组 (SAG),指导研究设计,分析和传播.
- 采用主题分析,数据三角化和与SAG共同创建编码框架.
主要成果:
- 学生们认识到学习分析对心理健康监测和早期干预的潜力.
- 关键问题包括数据可靠性,隐私,透明度以及学生参与决策的必要性.
- 学生们普遍支持将学习分析与现有的大学支持服务相结合.
结论:
- 这项研究是首次对学生对心理健康学习分析的认知进行定性检查.
- 学生的态度表明,有可能有效地融入大学支持系统.
- 优先考虑学生参与和解决道德问题对于成功实施至关重要.
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