SPOC论坛交互行为模式挖掘与学习成效分析  

SPOC Forum Interaction Behavior Pattern Mining and Learning Effectiveness Analysis

作　　者：王志锋[1] 何佳琪 王勇宏 左明章[1] Zhifeng WANG;Jiaqi HE;Yonghong WANG;Mingzhang ZUO(Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan 430079,Hubei;Collaborative Innovation Center for Informatization and Balanced Development of K-12 Education by MOE and Hubei Province,Central China Normal University,Wuhan 430079,Hubei)

机构地区：[1]华中师范大学人工智能教育学部,湖北武汉430079

出　　处：《中国教育信息化》2024年第4期118-128,共11页Chinese Journal of ICT in Education

基　　金：2022年国家自然科学基金项目“细粒度的智能学习诊断及其可解释性机制研究”(编号:62177022);2022年信息化与基础教育均衡发展省部共建协同创新中心重点课题“基于‘小雅’智能教学平台的中小学生个性化学习研究”(编号:xtzd2021-005)。

摘　　要：论坛是正式学习的辅助工具之一,可用来促进各成员之间的学习交流,学习者在论坛中表现与其学习成效强相关,然而在具体教学实践中存在交互缺失、交互参与度不高等现象。以“教育技术学研究方法”混合课堂中的SPOC论坛数据为研究对象,对其交互行为模式进行挖掘,并通过量化研究探究其对学习成效的影响。首先,采用文献分析法对国内外研究现状进行分析与总结。其次,采用社会网络分析法对SPOC论坛中参与交互的学习者进行特征刻画,并结合机器学习方法对学习者的交互模式进行聚类分析,将学习者分为活跃者、追随者和沉默者,并将该三类学习者在论坛中的交互特征与其学习成绩进行量化建模分析。最后,采用语义分析法对学习者的情感进行建模,并将不同类型学习者的情感与其学习成绩进行相关性分析。研究表明,在混合课堂中,不同类型学习者的交互频次与其学习成效间无相关性影响,而SPOC论坛中情绪词语出现的频次与其课程成绩间存在显著相关性,进而提出三条针对性的学习策略,旨在为提升混合式课堂学习质量提供借鉴。Forums are one of the auxiliary tools for formal learning,which can be used to promote communication among members.Some studies have shown that students’performance in forums is strongly related to their learning outcomes.However,in specific practice,there are such phenomena as lack of interaction and low level of interaction participation.This research is based on the online forum data in the“Educational Technology Research Method”SPOC hybrid classroom as the research object,mining their interactive behavior patterns,and quantitatively exploring their impact on learning outcomes.Firstly,the literature analysis method is used to sort out and analyze the current research situation at home and abroad.Secondly,social network analysis was used to characterize the learners participating in interaction in the forum,and data statistical analysis tools were used to cluster the types of learners.Learners were divided into active learners,followers,and silent learners.A quantitative analysis was conducted on the number of interactions and academic performance of these three types of learners in the forum.Finally,the semantic analysis method was used to analyze learners’emotions,and the correlation between the emotions of different types of learners and their academic performance was analyzed.Research has shown that in mixed classrooms,there is no correlation between the frequency of interaction between different types of learners and their course performance,while there is a significant correlation between the frequency of emotional words and their course performance.Therefore,three mixed classroom forum learning strategies are proposed to provide reference for improving the quality of learners’participation in forum learning.

关 键 词：SPOC论坛 交互行为 情感分析 混合课堂 学习成效 

分 类 号：G434[文化科学—教育学]