智能教室中环境感知及自我效能感对个体认知投入的影响研究

The Influence of Environmental Perception and Self-efficacy on Cognitive Engagement of Undergraduate in Smart Classroom

认知投入是智能教室环境下学生学习的关键特征。在智能教室环境中,学生对教学环境的感知会随着教师教学的进度、教学媒介的使用、社会性互动等环境感知因素而发生波动,并与个体因素交织在一起,进而影响学生认知投入的状态。然而,当前却缺少有效的方法来观测和验证环境感知因素、个体因素如何影响认知状态。为此,以社会认知理论为研究框架,以“情境中的个体”为研究导向,采用纵向即时经验采样法,获取智能教室环境下102名学生在真实课堂情境中的教学环境感知、自我效能感和认知投入等数据,运用分层线性模型分析法,刻画学习者认知投入的动态特征,探索认知投入的关键影响因素。结果表明:第一,学生的自我效能感影响后续教学活动中的深层认知投入;第二,环境感知因素对深层、浅层认知投入有不同的影响。具体而言,一是社会交互对深层/浅层认知投入均有显著影响,二是教师支持感知显著影响深层的认知投入,三是媒体感知显著影响浅层的认知投入。

Cognitive engagement is a key feature of student learning in a smart classroom environment.Students’perception of the teaching environment will fluctuate with the progress of teachers’teaching,the use of new learning media,and social interaction.These environmental perception factors and individual factors are interwoven together,which will affect the students’cognitive status.However,there is no effective method to observe and verify how environmental perception factors and individual factors affect the state of cognitive engagement.The study used social cognitive theory as the research framework and“person in context”as the research approach.Experience sampling method(ESM)was used to obtain data such as students’environment perception and cognitive engagement in the teaching process.Hierarchical linear model analysis was used to explore the key influencing factors of cognitive engagement.Through the longitudinal real-time data collection with 102 students in the smart classroom environment,this article investigated the perception of the teaching environment and cognitive engagement in the real classroom situation.And hierarchical linear model was used to analyze nested-data.The result firstly found that the students’self-efficacy in course-level affected the deep cognitive engagement in the subsequent teaching activities.Secondly,environmental perception factors had different effects on deep and shallow cognitive engagement.Specifically,(1)social interaction had a significant impact on deep and shallow cognitive engagement;(2)perception of teacher support significantly affected deep cognitive engagement;(3)perception of media significantly only affected shallow cognitive engagement.