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社交媒体,数字素养和职业能力:中国大学生之间的混合方法研究
Chen Jian1, Danting Zou2, Nomahaza Mahadi2
1School of Digital Economy and Trade, Guangzhou Maritime University, Guangzhou, China.
Frontiers in psychology
|December 5, 2025
概括
简短,游戏化的社交媒体使用提高了大学生的数字素养和职业技能. 这种干预措施提高了高等教育中的就业能力和专业发展.
科学领域:
- 教育技术的教育技术
- 高等教育教学的教学.
- 数字识字研究 数字识字研究
背景情况:
- 社交媒体显著影响大学生的知识获取和职业准备.
- 有限研究探讨了结构化的社交媒体参与,以提高亚洲高等教育的数字素养和职业能力.
研究的目的:
- 调查结构化,游戏化的社交媒体干预对本科生数字素养和职业能力的影响.
- 评估将社会认知职业理论和游戏化学习原则纳入高等教育的有效性.
主要方法:
- 融合平行混合方法设计,涉及来自中国三所大学的44名本科生.
- 一个月的干预包括通过游戏和直播活动进行结构化的社交媒体任务.
主要成果:
- 在数字素养,专业技能,学习态度和职业能力方面观察到显著的改善.
- 数字素养被确定为专业技能和职业能力的关键预测因素.
- 定性数据显示,自我监管的提高,增加了就业导向,以及对社交媒体的专业看法.
结论:
- 简短,游戏化的社交媒体干预可以可持续地提高学生的数字能力和职业准备.
- 这项研究支持社会认知职业理论在媒体丰富的教育环境中的应用.
- 研究结果为高等教育机构提供了切实可行的策略,以提高毕业生就业能力.
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