混合学习模式下小学生对助学APP的满意度研究——以“写大字”APP为例  

Research on Primary School Students’Satisfactory Degree towards Assistance APP under the Mode of Blended Learning--A Case Study of“Writing Big Character”APP

作　　者：李静[1] 姜杰[1] 闫慧敏 李艺 LI Jing;JIANG Jie;YAN Huimin;LI Yi(School of Education and Science,Nanjing Normal University,Nanjing,Jiangsu,China 210023)

机构地区：[1]南京师范大学教育科学学院,江苏南京210023

出　　处：《数字教育》2021年第1期70-74,共5页Digital Education

基　　金：国家社会科学基金教育学一般课题“基于数字手写设备的汉字书写自动化教学与评价方案设计研究”(BCA160052)。

摘　　要：随着智能设备的普及,助学APP产生的学习需求加速了智慧学习中教育形态的生成。本文定位于混合学习模式下硬笔汉字书写即时性学习的需求,通过实验法、问卷调查法,以“写大字”APP为例,探索混合学习模式下低年级小学生对助学APP的满意度。研究结果表明小学生对助学APP具有一定的接受能力,在感知有用性、感知易用性上不同年级之间存在差异,在使用态度、意愿上无差异,且感知有用性、感知易用性、使用态度、使用意愿之间呈正相关关系。在书写成效上,助学APP可提高学生的书写质量。With the popularization of intelligent equipment,the learning needs of Assistance APP has accelerated the generation of educational form in intelligent learning.This paper,through the method of experiments and the method of questionnaire survey,taking“Writing Big Character”APP as an example,explores the satisfactory degree of primary pupils to the Assistance APP under the blended learning mode.The research results show that the primary school students possess certain acceptance ability towards Assistance APP,there are differences in perceived usefulness and perceived ease of use among different grades and no difference in attitudes of use and willingness of use,and perceived usefulness,perceived ease of use,attitudes of use and willingness of use present a positive correlation.In writing effectiveness,the Assistance APP can promote students’writing quality.

关 键 词：助学APP 感知有用性 满意度 感知易用性 混合学习 

分 类 号：G434[文化科学—教育技术学]