DST视角下的大学生心理健康教育课程学习效果研究

A Learning Enhancement of Students:Mental Health Education in Chinese College Using Digital Storytelling

本研究旨在探讨数字故事对大学生心理健康教育课程学习效果的影响,作者随机选取国内修完《大学生心理健康教育》课程的38名2016级和2017级在校大学生,参加数字故事(DST)的学习、制作和交流。根据ARCS动机模型的四个维度(注意、关联性、自信和满足感)进行分析,结果显示,在DST教学模式下,学生在注意、关联性、自信和满足感方面与传统教学模式比较,呈现显著性差异。

The purpose of this study is to explore the influence of digital story on the learning effect of "Mental Health Education for College Students". The author randomly selected 38 college students of 2016 and 2017 who completed the course of "Mental Health Education for College Students" to participate in the learning, production and communication of digital story(DST). According to the analysis of the four dimensions(attention, relevance,self-confidence and satisfaction) of the ARCS motivation model, the results show that under the DST teaching mode,students’ attention, relevance, self-confidence and satisfaction are significantly different from the traditional teaching mode.