主动学习空间对学生学习成效影响的元分析

A Meta-Analysis of the Influence of Active Learning Spaces on Students’Learning Effectiveness

随着教育信息化的发展,许多研究者围绕主动学习空间展开深入的研究,尤其关注主动学习空间教学对学生学习的影响。根据已有研究,主动学习空间对学生学习成效的影响结果存在差异,因此,选取国内外有关实证研究,采用元分析法来确定主动学习空间的整体有效性。通过文献检索,最终纳入29篇同行评审的期刊文章。研究结果显示,主动学习空间对学生学习成效具有中等程度的促进作用,其中对学生情感维度的影响依次优于技能维度和认知维度。调节变量分析显示,干预时长、媒介工具、教学科目是影响主动学习空间有效性的重要因素。结合元分析结果,本研究对主动学习空间的使用提出建议,如配合使用传统学习空间与主动学习空间,充分考虑教学活动设计的适配性,以及为教师提供相应的培训等。

With the development of education informatization,active learning spaces have become a popular research topic,and many researchers have conducted in-depth studies around active learning spaces,especially focusing on the impact of teaching in active learning spaces on students’learning.According to existing studies,the results of the influences of active learning spaces on students’learning effectiveness vary,so relevant empirical studies at home and abroad are selected and meta-analysis is used to determine the overall effectiveness of active learning spaces.A literature search results in the inclusion of 29 peer-reviewed journal articles.The study reveal that the active learning space has a moderate contribution to students’learning effectiveness,with the impact on the affective dimension being superior to the skill dimension and the cognitive dimension in that order.The analysis of moderating variables reveal that intervention length,media tools,and teaching subjects are important factors influencing the effectiveness of active learning spaces.Combining the results of the meta-analysis,the study makes recommendations for the use of active learning spaces,such as using traditional learning spaces in conjunction with active learning spaces,giving due consideration to the adaptability of teaching activity design,and providing appropriate training for teachers.