3D全息图和情绪智能:在高等教育中转变交互式学习
Ahmed Alsswey1, Fuad A El-Qirem1, Firas Omar2
1Department of Multimedia Technology, Faculty of Architecture and Design, Al-Zaytoonah University of Jordan, Amman, Jordan.
Acta psychologica
|October 16, 2025
概括
3D全息技术增强了学生的学习和情绪智能. 在一项准实验性研究中,全息图改善了自我意识,自我调节,社会意识和动机.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 社会情感学习 社交情感学习
背景情况:
- 对3D全息技术对学习和情绪智能的影响的研究是有限的.
- 这项研究调查了全息技术对学生自我意识,自我调节,社会意识和动机的影响.
研究的目的:
- 检查3D全息技术在关键认知和社会情感领域的教学中的影响.
- 为了比较使用全息教学和传统学习环境中的学生之间的学习成果.
主要方法:
- 准实验性设计,有138名学生随机分配到实验 (全息图) 或控制 (传统) 组.
- 评估自我意识,自我调节,社会意识和动机.
主要成果:
- 实验组由于沉浸度增加,表现出明显更高的自我意识.
- 全息学习通过积极的,独立的解决问题来促进更好的自我调节.
- 全息集团中的学生表现出增强的社会意识,同情心和合作.
- 动机水平增加,学生发现全息学习过程更有吸引力.
结论:
- 3D全息学习提供了一种新的教育方法,积极影响认知和社会情感发展.
- 全息技术显示出适用于各种教育环境的潜力,需要进一步进行长期影响研究.
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