高职学生数字化学习体验及其对学习成效影响的实证研究——基于用户体验理论  

Empirical Study on the Digital Learning Experience of Vocational College Students and Its Impact on Learning Effectiveness——Based on User Experience Theory

作　　者：丁尤蓉[1] DING Yourong(Party Committee Defence Department,Wuxi Institute of Technology,Wuxi 214121,China)

机构地区：[1]无锡职业技术学院党委保卫部,江苏无锡214121

出　　处：《无锡职业技术学院学报》2025年第1期33-40,共8页Journal of Wuxi Institute of Technology

基　　金：江苏省高等教育教改研究课题“AI时代下高职学生数字素养评价的研究和实践”(2023JSJG032)。

摘　　要：在教育数字化转型背景下,高职学生数字化学习逐渐成为职业教育的研究热点。本文基于诺曼用户体验理论,将高职学生数字化体验分为环境体验、交互体验和情感体验三个维度,探究其对学习成效的影响机制。通过实证分析发现,数字化体验中情感体验和教学交互体验对学习成效影响最显著,且学生信息素养与学习成效紧密相关,良好的信息素养能提高学生参与数字化学习的主动性。此外,异质性分析显示,数字化学习体验对学习成效的正向作用在“双高计划”的高职院校中更明显。因此,高职院校应注重数字化学习工具的升级、加强教学交互、关注学生情感体验和信息素养培养,以全面提升学生的学习成效。In the context of the digital transformation of education,digital learning among higher vocational students has gradually become a research hotspot in vocational education.Based on Norman’s User Experience Theory,the digital experiences of higher vocational students are divided into three dimensions:environmental experience,interaction experience,and emotional experience,to explore their mechanisms of influence on learning outcomes.Empirical analysis reveals that emotional experience and teaching interaction experience have the most significant impact on learning outcomes.Furthermore,students’information literacy is closely related to their learning outcomes,and good information literacy can enhance students’initiative in participating in digital learning.Additionally,heterogeneity analysis shows that the positive effect of digital learning experiences on learning outcomes is more pronounced in higher vocational colleges under the“Double High Plan”.Therefore,higher vocational colleges should focus on upgrading digital learning tools,enhance teaching interactions,pay attention to students’emotional experiences,and cultivate information literacy,in order to comprehensively improve learning outcomes.

关 键 词：职业教育 数字化学习 学习体验 学习成效 

分 类 号：G434[文化科学—教育学]