基于心流的虚拟仿真实验教学实证研究

Empirical Research on Virtual Simulation Experiment Teaching Based on Flow Theory

心流是个体全神贯注投入到一项活动中,达到忘我状态的一种精神体验,进入心流状态能提升学生的学习效果。虚拟仿真实验教学通过浸入式、情景化教学,使学生更容易进入心流状态。基于125名参与创业决策虚拟仿真实验本科生的准实验问卷调查,用结构方程模型实证分析学生在虚拟仿真实验学习中产生心流体验的四个影响因素:感知挑战、感知能力、反馈及时性和目标清晰度。研究发现学生感知到的课程挑战、应对挑战的能力、及时的反馈以及清晰的目标均对学生的心流体验呈现显著的正向影响,对更好地开发和利用虚拟仿真资源提高教学质量有指导意义。

Flow is a kind of spiritual experience in which individuals can concentrate on an activity to achieve selflessness. Entering the state of flow can improve the learning effect of students. Through immersion and situational teaching, virtual simulation experiment teaching makes it easier for students to enter the state of flow. Based on the quasi-experimental questionnaire survey of 125 under-graduate students participating in the virtual simulation experiment of entrepreneurial decision-making, this paper empirically analyzes the four influencing factors of students’ flow experience in the virtual simulation experiment learning with structural equation model: perceived challenge, perceived ability, feedback timeliness and goal clarity. The research found that students’ perceived curriculum challenges, ability to cope with challenges, timely feedback and clear goals all have a significant positive impact on students’ flow experience, which is of guiding significance to better develop and utilize virtual simulation resources and improve teaching quality.