通过数字素养调节的双通道传导:通过启用人工智能的人机交互镜头检查技术冲击意识和非正式的数字学习
Hailong Sun1, Xiaopeng Tang1, Yunliang Jiang1
1School of Aeronautical Engineering, Civil Aviation University of China, Tianjin, China.
Disability and rehabilitation. Assistive technology
|October 11, 2025
概括
技术冲击意识通过自我效能和参与,促进非正式的数字学习. 在线学习参与起着关键作用,数字素养和性别影响大学生对这些影响.
科学领域:
- 教育技术的教育技术
- 人与计算机的交互
- 数字学习数字学习
背景情况:
- 大学生的非正式数字学习受到技术冲击意识的影响.
- 技术自我效能和在线学习参与是关键的调解因素.
- 数字素养和性别在这种学习过程中起到调节者的作用.
研究的目的:
- 调查技术冲击意识对非正式数字学习的影响.
- 检查技术自我效能和在线学习参与的调解作用.
- 分析数字素养和性别的缓解效应.
主要方法:
- 对631名大学生进行调查.
- 结构方程建模 (SEM). 结构方程建模.
- 调解和调节的多组分析.
主要成果:
- 技术自我效能和在线学习参与显著提高非正式的数字学习.
- 在线学习参与显示出更强的调解效应.
- 数字素养积极调节在线参与和非正式学习;性别调节通过在线参与调解,男性更强.
结论:
- 调查结果解决了数字学习中关于负面技术感知的差距.
- 为设计辅助,个性化和适应性学习环境提供经验指导.
- 建议利用人工智能和数据驱动策略来减少对技术的焦虑,并改善非正式数字学习成果.
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