混合学习情境感知对学习投入水平的影响机制研究

Research on influence mechanism of blended learning situation perception on learning engagement level

为探索混合学习情境对学习投入水平的影响机制,提出融合混合学习情境感知、技术接受程度、任务技术适配及学习投入水平的关系模型。采用定量研究方法,结合已有量表和中介调节效应分析来验证模型的有效性。结果表明:学习情境感知对技术接受程度及学习投入水平均产生显著的正向影响;技术接受程度在混合学习情境感知与学习投入水平间起部分中介作用;任务技术适配在学习情境感知与技术接受程度之间起到调节作用。这些发现可促使教育工作者进一步关注混合课程的过程设计及学习投入水平,也为设计有效的混合学习策略及开展相应的混合教学实践提供了借鉴。

It is imperative to explore the influence mechanism of bended learning situation on learning engagement level.A relational model was proposed by integrating blended learning situation perception,technology acceptance degree,task-technology fit and learning engagement level.Validity of the model was verified by adopting the quantitative research method,combined with some existing scales and the mediating and moderating effect analysis.The results indicate that learning situation perception has a significant positive impact on technology acceptance degree and learning engagement level.Moreover,technology acceptance degree plays a partial mediating role between learning situation perception and learning engagement,and task-technology fit is a moderator variable between learning situation perception and technology acceptance degree.These findings can raise educators awareness of paying more attention to the process design of blended learning activity and learning engagement level,which also provide references for designing effective blended learning strategies and carrying out corresponding blended teaching practice.