智慧教室中座位偏好与学习动机的相关性研究--以“圆桌式”、“秧苗式”两种智慧教室的布局为例

Research on the Correlation between Location Preference and Learning Motivation in Smart Classroom--Take Round Table and Seedling Layouts as Examples

智慧教室位置不仅是一个物理坐标,而且具有丰富的内涵,其特征涉及高低交互区、与讲台与媒体的距离等。然而,学习者对这些特征的偏好是如何与其内部学习动机相关联尚需要进一步挖掘。基于此,文章以H大学102名本科生为研究对象,探讨了学生在“圆桌式”、“秧苗式”两种智慧教室布局下座位偏好与学习动机之间的关系,结果发现:两种布局都存在座位选择的偏好区域与非偏好区域;学生的自主动机高于受控动机,学习动机水平较高;学生的学习动机与高低交互区、距离讲台远近的座位偏好显著相关,但与距离屏幕远近的座位偏好关系不显著。此结论有助于改进智慧教室空间设计,同时,为富媒体环境下如何扩大交互区域、激发学习动机提供一定的方向与参考。

The location of smart classroom is not just a physical coordinates,but also rich in connotation.The location features include high and low interaction zones,distance from the podium and media.However,how learners’preferences for these features and the correlation with learners’learning motivation need to be further explored.Base on this,our study involved 102 undergraduates in H University and analyzed undergraduates’learning motivation in relation to seating preference in smart classrooms.The results indicated that two types of layouts both had seat preference and non-preference zones.The autonomous motivation was higher than the controlled motivation,and students’motivation was at high level.The learning motivation in different distance from the podium and the high and low interaction zones were significant,while the the screen distance was not significant.This conclusion could help improve the design of space in smart classroom,meanwhile,provide direction and reference for expanding the interaction area and stimulating students’learning motivation in rich-media environment.