数字经济时代下学习者数字学习行为实证研究  

An Empirical Study on Learners' Digital Learning Behaviorin the Digital Era

作　　者：张秋红[1] 赵贵玉[1] ZHANG Qiuhong;ZHAO Guiyu(Economics and Management College,Jilin Agriculture University,Changchun,Jilin,130118,China)

机构地区：[1]吉林农业大学经济管理学院,吉林长春130118

出　　处：《牡丹江师范学院学报（社会科学版）》2023年第2期47-54,共8页Journal of Mudanjiang Normal University(Social Sciences Edition)

基　　金：吉林省社会科学基金项目(2022B052149);吉林省高教科研重点课题(JGJX2019X37);教育部“春晖计划”合作科研项目(S2018026)。

摘　　要：从学习者视角出发,以在校大学生的数字学习行为作为研究对象,设计了数字学习行为研究模型,包括个人内部特征、心理因素和外部环境因素三类,提出11个假设;针对383名在校大学生的网络问卷数据,应用多元逐步回归模型对假设进行检验,得出结论:大学生的年级、使用经验、感知易用性、有用性和娱乐性以及自我效能感六方面对数字学习有显著正向影响,其余五因素对数字学习的影响不显著。提出加强数字学习,提升教育产业数字化的对策建议。From the perspective of learners,taking the digital learning behavior of college students as the research object,this paper designed a digital learning behavior research model,including characteristics,psychological factors and External features.According above three types factors presented 11 hypotheses.Then used the Internet questionnaire data on 383 college students,tested these 11 hypotheses by using multiple stepwise regression models.Get conclusions that,Grades,Learning experience,perceived entertainment,perceived ease,perceived useful and self-efficacy have a positive impact on the digital learning behavior.But the impacts of the other five factors is not significant on digital learning.At last according to the conclusion of the empirical study,presented countermeasures and suggestions to strengthen digital learning and improve the digitalization of education industry.

关 键 词：数字学习 学习者 数字经济 多元回归模型 

分 类 号：G434[文化科学—教育学] G442[文化科学—教育技术学]