混合学习情境下直播教学平台体验设计研究  

RESEARCH ON USER EXPERIENCE FRAMEWORK OF COLLEGE ONLINE LIVE TEACHING APPLICATION IN HYBRID LEARNING CONTEXT

作　　者：李子超 胡伟峰[1] 王铮 LI ZICHAO;HU WEIFENG;WANG ZHENG

机构地区：[1]江南大学设计学院

出　　处：《设计》2024年第5期130-132,共3页Design

摘　　要：探索疫情背景下,高校混合学习直播教学平台的用户体验框架与构成要素,为混合学习直播教学情境搭建与受众深度体验设计提供交互设计策略。基于扎根理论研究方法,首先,从高校直播教学软件用户的深度访谈中获取初步文本数据;其次对数据进行开放性编码、主轴性编码、选择性编码,形成框架并进行策略阐释。混合学习直播教学体验要素由拟真性体验、自如性体验、效益性体验、共创性体验4个宏观维度以及信息直观、功能适切等8个微观层面组成。并围绕发掘的维度进一步提出相应设计优化策略。混合学习背景下直播教学平台体验需设计适于在线教学的互动功能和布局,搭建沉浸的互动环境,赋能知识共创,综合提升学习者的深度学习体验。This research explored the user experience framework and components of the hybrid learning live teaching platform in colleges and universities under the background of the epidemic,and provided s trategies for the construction of the hybrid learning live teaching situation and the in-depth experience design of the audience.Based on the grounded theory research method,first of all,preliminary text materials are obtained from the in-depth interviews of users of college live teaching software.Secondly,open coding,principal coding,selective coding and theoretical saturation test are carried out to form a framework and explain the research data.The element framework of blended learning live teaching experience is proposed,which consists of four macro dimensions:simulative experience,flexible experience,effective experience and co-creative experience,and eight micro levels:information intuition and functional appropriateness,etc.The corresponding design optimization strategies are further proposed around those dimensions.Under the background of blended learning,interactive functions and layout suitable for online teaching should be designed to build an immersive interactive environment,and learners'experience of scene authenticity,user freedom,functional benefit and social co-creation should be improved.

关 键 词：混合学习 直播教学平台 用户体验设计 扎根理论 体验框架 

分 类 号：TP391.9[自动化与计算机技术—计算机应用技术]