在智能课堂环境中解锁学术收益:在中国本科生中进行了一项调节调解的研究
1School of Teacher Development, Chongqing University of Education, Chongqing, China.
Acta psychologica
|January 28, 2026
概括
沉浸式智能教室通过培养心理享受来提高学术表现,特别是当教师使用人工智能作为支架时. 在这项研究中,社交媒体的使用对学习成果的影响很小.
科学领域:
- 教育技术的教育技术
- 高等教育研究 高等教育研究
- 人与计算机的交互
背景情况:
- 中国的高等教育机构已经大量投资于富含传感器的智能教室.
- 这些先进的学习环境的学术效益仍然未被充分探索.
- 本研究调查了在智能教室中技术增强学术表现的影响因素.
研究的目的:
- 为了检查沉浸式智能课堂环境和感知学术表现之间的关系.
- 调查智能技术学习乐趣的调解作用和教师人工智能促进的调节作用.
- 评估以学习为导向的社交媒体曝光对学术成果的影响.
主要方法:
- 调查数据来自421名大学本科生,分为三个大学级别 (项目985,项目211,本地).
- 经过验证的尺度被用来衡量智能课堂环境,学习乐趣,人工智能便利性,社交媒体曝光和学术表现.
- 采用了部分最小方程结构方程建模 (PLS-SEM) 与调解,调节和多组分析.
主要成果:
- 沉浸式智能课堂环境直接预测了技术增强的学术表现.
- 智能技术学习的乐趣显著调解了课堂环境和学业成绩之间的关系.
- 教师人工智能促进积极调节了享受-绩效的联系,而社交媒体暴露没有显著的影响.
结论:
- 从智能课堂基础设施中获得的心理享受对于感知到的学术进步至关重要.
- 整合人工智能为教师领导的架构增强了智能技术对学习的积极影响.
- 大学应该专注于教师发展,以有效地利用人工智能工具,最大限度地提高学生的参与度和学习能力.
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