碎片化学习中学习者个体差异与学习满意度的关联性研究  

Research on relationship between learners'individual difference and learning satisfaction in fragmented learning

作　　者：唐明珍 李宝 TANG Mingzhen;LI Bao(College of Literature&Media,Ankang University,Ankang 725000,China;College of Electronic&Information Engineering,Ankang University,Ankang 725000,China)

机构地区：[1]安康学院文学与传媒学院,陕西安康725000 [2]安康学院电子与信息工程学院,陕西安康725000

出　　处：《中国医学教育技术》2024年第2期155-159,244,共6页China Medical Education Technology

基　　金：2023年陕西省教育科学“十四五”规划“人工智能技术赋能高等教育变革的现实困境及其路径研究”项目(SGH23Q0321);2022年安康学院课程混改项目(2022HGKC02);2023年安康学院课程思政教学研究项目(2023KCSZJY01)。

摘　　要：采用问卷调查的方法,结合AMOS软件构建碎片化学习环境下学习者个体差异与学习满意度的结构方程模型。研究发现,学习者的自我效能感、学习期望、学习动机、感知易用、感知有用、学习风格等方面与学习满意度的关联有统计学意义;学习经历与自我效能感和学习动机、学习水平与学习期望、自我效能感和学习期望与学习动机、感知易用和感知有用与学习动机、感知有用与学习动机之间的关联有统计学意义;在学习风格划分类型的信息加工维度、理解维度与学习满意度之间的关联有统计学意义。因此,在碎片化学习环境下学习活动设计需要考虑学习者个体特征的差异性,利用个性化学习活动设计来达到最终学习者学习满意度的一致性,以期提高碎片化学习环境中学习活动设计的成效。This research uses questionnaire survey and AMOS software to construct the structural equation model about correlation between learning satisfaction and learners'individual difference under fragmented learning environment.It finds that learners'self-efficacy,learning expectations,learning motivation,perceived ease of use,perceived usefulness,learning style and other aspects are statistically significant related to learning satisfaction.There are statistically significant correlations between learning experience and self-efficacy and learning motivation,learning level and learning expectation,self-efficacy and learning expectation and learning motivation,perceived ease of use and perceived usefulness and learning motivation,perceived usefulness and learning motivation.There is a statistically significant correlation between the information processing dimension,understanding dimension,and learning satisfaction in the classification of learning styles.Therefore,the design of learning activities in a fragmented learning environment needs to consider the differences of learners'individual characteristics,and uses personalized learning activity design to achieve the consistency of final learners'learning satisfaction,so as to improve the effectiveness of learning activity design under a fragmented learning environment.

关 键 词：碎片化学习 个体差异 学习满意度 学习风格 个性化学习 

分 类 号：G40-057[文化科学—教育学原理] G642.0[文化科学—教育学]