探索一个以活动增强的知识结构支架,代表:知识-活动连接能否促进学生在AI课程中的在线学习体验?
Haipeng Wan1, Rongping Que1, Lingna Cheng2
1College of Education, Capital Normal University, Beijing, China.
Frontiers in psychology
|January 26, 2026
概括
活动增强的支架通过结合知识可视化和适应性途径来改善在线学习. 在这种增强的学习环境中,学生表现出更好的知识获取,积极的态度和更高层次的思维技能.
科学领域:
- 教育技术的教育技术
- 学习科学 学习科学
背景情况:
- 在线学习的有效性往往受到缺乏内容组织和指导的限制.
- 这导致学生参与度下降,学习成绩低于最佳.
研究的目的:
- 引入和评估一种以活动增强的架构方法来代表知识结构.
- 通过将动态知识网络可视化与适应性活动途径相结合,解决在线学习中的挑战.
主要方法:
- 这是一项为期四周的准实验性研究,涉及60名中学生.
- 实验组使用了人工智能课程的脚手架环境;对照组没有.
- 评估学习表现 (知识测试,概念映射),态度 (问卷) 和思维水平 (SOLO分类).
主要成果:
- 实验组在知识获取和组织方面表现明显优于对照组.
- 实验组报告了更多积极的学习态度 (行为,认知,情绪).
- 实验组的73.33%的人达到更高的思维水平,对照组的21.11%.
结论:
- 将知识可视化与结构化学习途径相结合,有效地增强了在线学习.
- 这种方法显著改善了知识的获取,态度和更高层次的思维.
- 结果为架构设计提供了理论见解,并为在线学习环境提供了实际指导.
相关概念视频
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