SPOC论坛互动中学习者情绪特征及其与学习效果的关系研究

Learners' Emotional Characteristics in SPOC Forums and Their Association with Learning Effect

SPOC论坛数据作为一种重要的学习反馈载体,往往伴随着学习者的学业情绪信息,且情绪类型复杂多样。相关研究已表明学习者的在线学业情绪对学习过程及成效具有一定影响。为了深入剖析情绪与学习效果的关系,该文将困惑纳入在线学业情绪范畴,以华中师范大学云课堂平台中三个学期的课程论坛发帖为研究对象,基于情绪词典的特征匹配及情绪密度计算方法调查学习者情绪的表达特征及群体情绪的演化趋势,验证不同学业成就学习者的情绪差异性及情绪与学习效果的相关性。研究结果表明:学习者更倾向于使用积极情绪特征词表达学习感受与意见,且积极情绪密度显著高于困惑及消极情绪密度。高、低成就组及中、低成就组间的困惑与消极情绪差异显著。在特定学习进程中,学习者的积极、困惑情绪与学习效果均呈显著正相关,而在整体学习进程中,学习者的消极情绪与学习效果呈显著负相关。对论坛中群体情绪的动态追踪可帮助教师及时获取学习者的心理状态和学习诉求,并实施精准化的教学干预。

： The SPOC forum data, as an important learning feedback carrier, is typically accompanied by learners＇ emotional information that is complicated and diverse. Related research has shown that the online academic emotion of learners has a certain effect on their learning processes and achievements. In order to get an in-depth insight into the relationship between emotion and learning effect, the confusion is incorporated into the online academic emotions category. Aiming at three-term course forums in Cloud Classroom platform of Central China Normal University, this study investigated the learners＇ emotional characteristics and the evolutionary trends of emotions over time by using emotion lexicon-based feature matching and emotion density calculation approaches, as well as verified the emotional differences among different-achieving groups and the correlation between different emotions and learning effect. The results indicate that learners tend to use positive emotional words to express their feelings and opinions and the positive emotion density is significantly higher than the confusion and negative emotion density. In addition, there are significant differences in the confused and negative emotions between the high- and low-achieving groups as well as the middle- and low-achieving groups, respectively. In some certain learning stage, learners＇ positive and confused emotions are positively correlated with learning effect. During the overall semester, learners＇ negative emotion is negatively correlated with learning effect. The dynamic tracking of academic emotions within SPOC forums can help teachers timely obtain learners＇ mental states and learning demands, thus achieve precise teaching interventions.