可视化反馈促进自我调节学习的实验研究  

Experimental Study of Visual Feedback Based on Evaluation Data to Promote Self-regulated Learning

作　　者：罗恒[1] 李洁[1] 张雪迪 王志锋[1] Heng LUO;Jie LI;Xuedi ZHANG;Zhifeng WANG(Journal of Artificial Intelligence Education,Central China Normal University,Wuhan 430070,Hubei;Zengcheng School,High School Affiliated to South China Normal University,Guangzhou 511300,Guangdong)

机构地区：[1]华中师范大学人工智能教育学部,湖北武汉430070 [2]华南师范大学附属中学增城学校,广东广州511300

出　　处：《中国教育信息化》2024年第2期119-128,共10页Chinese Journal of ICT in Education

基　　金：2022年国家自然科学基金面上项目“细粒度的智能学习诊断及其可解释性机制研究”(编号:62177022)。

摘　　要：建设终身学习型社会要求学习者具备更高的自我调节学习能力。这就要求教育不仅要教会学生知识,更要教会学生学习。然而,当前关于促进基础教育中学习者自我调节学习的研究较少,并且缺乏可以应用于线下课堂的实用工具,导致测评数据无法被深入解读。立足于基础教育课堂教学,设计开发促进学习者自我调节学习的可视化反馈工具,深入分析测评数据,挖掘其中蕴藏的有效信息。该工具提供包括自我认识、学习动机、学习策略三个维度的可视化反馈报告,将知识掌握情况、错题归因、试题定位等信息呈现给学习者,助力其自我调节学习的发生。为检验该工具的效果,在两个班级开展对比实验,对两组学生的自我调节学习能力和学习成绩进行差异性检验。独立样本T检验结果显示,实验班和对照班在自我调节学习能力和学习成绩之间均存在显著性差异,并且均呈现出0.4左右的效应量。证明该工具提供的可视化反馈报告能够有效促进学习者的自我调节学习,同时能够促进学业表现。To build a lifelong learning society requires learners to have higher self-regulated learning ability.This requires educatiors not only to teach students knowledge,but also to teach students to learn.However,at present,there are few researches on the promotion of learners’self-regulated learning in basic education,and there is a lack of practical tools that can be applied to offline classroom.As a result,the evaluation data cannot be deeply interpreted.Based on the classroom teaching of basic education,visual feedback tools are designed and developed to promote learners’self-regulated learning,in-depth analysis of educational evaluation data,and mining the effective information contained therein.The tool provides visual feedback reports from three dimensions,including self-awareness,learning motivation and learning strategy,and presents information such as knowledge mastery,error attribution and test question positioning to learners to help learners’self-regulated learning occur.To test the effectiveness of this tool,a comparative experiment was conducted in two classes to test the difference of the self-regulated learning ability and learning achievement of the two groups of students.The independent sample T-test results showed that there were significant differences between the experimental class and the control class in the self-regulated learning ability and learning achievement,and both showed an effect size of about 0.4.It is proved that the visual feedback report provided by the tool can effectively promote learners’self-regulated learning and academic performance.

关 键 词：自我调节学习 可视化 学习反馈 测评数据 终身学习 

分 类 号：G434[文化科学—教育学]