移动学习者信息焦虑问题探析,现代教育技术论文

移动学习者信息焦虑问题探析,现代教育技术论文移动互联网的迅速发展和移动终端的普及给人们的工作和生活带来了深入的变革。移动学习的诞生对于推进教育信息化进程，弥合由于城乡差异、收入差异而构成的数字鸿沟，促进教育公平无疑具有重要意义。然而在今天这样一个知识爆炸、信息泛滥的时代，我们在享受数字化信息所带来求知欲的知足之余也无时无刻不在承受着过量信息带来的负面冲击，给学习者的信息加工和知识内化经过带来严重影响。华而不实信息焦虑是指用户查找、获取、甄别和利用信息的经过中由于信息环境、客观技术水平和个人信息准备状态等一系列原因引起的紧张、烦躁和自我强迫等复杂的情绪体验。受碎片化、学习环境和硬件水平等条件限制，移动学习更容易成为滋生信息焦虑的温床。本研究试图探究移动学习经过中信息焦虑的产生与影响因素，为优化移动学习的学习体验提供参考。本研究在一般焦虑理论、用户体验理论、认知负荷理论以及沉浸理论的基础上从技术、环境和个体三个层面提取了移动学习信息焦虑的影响因素并构建了相应的理论模型。继而根据各个因素构念设计了移动学习信息焦虑影响因素调查问卷，对吉林大学的328名在校学生进行了调查，使用构造方程模型分析法对理论模型进行了验证并讨论各变量间的效应关系。研究结论主要为：沉浸体验和网络自我效能分别对移动学习经过中的信息焦虑具有显着负向相关；信息超载和移动设备依靠对于移动学习经过中的信息焦虑具有显着正向相关；移动学习资源的易用性对于学习经过的沉浸体验具有显着正相关；信息污染对于移动学习沉浸体验具有显着负相关；信息污染对于移动学习经过中的信息超载具有显着正相关。基于以上研究结论，本文建议从下面方面来减轻移动学习中的信息焦虑，优化学习体验。从技术层面而言，移动学习资源设计者需要通过美化界面，简化信息架构和交互方式以及引入游戏化元素的途径来加强学习者的融入感和愉悦体验；从环境层面而言，信息管理部门需要加强网络信息管理，构建信息生态，以减少信息污染给移动学习者带来的焦虑体验；从个人层面而言，移动学习者应该强化本身信息能力，培养良好习惯。避免对于移动设备的过度依靠，努力提升自我效能。本文主要由六个章节组成，详细布置如下：第一章，绪论。主要介绍论文的研究背景、问题确实立、研究目的和意义，并扼要阐述论文的研究思路、方式方法和基本框架。第二章，移动学习与信息焦虑的研究基础。包括文章核心概念的界定和文献综述。对本文牵涉到的核心概念--移动学习、焦虑和信息焦虑进行界定，并进一步对国内外的相关研究成果进行梳理。第三章，移动学习中信息焦虑的影响因素模型构建。主要通过理论研究提取可能影响移动学习信息焦虑的因素并建立模型、构成研究假设。第四章，调查研究设计与数据统计分析。包括研究对象、研究环境和调查问卷的设计与数据收集、整理与分析。旨在通过对理论模型中各个变量的概念化与操作化构成调查问卷，继而搜集数据并进行问卷的试测与修订。第五章，基于构造方程模型的假设检验。结合理论模型构建本研究的构造方程模型，利用搜集的数据进行模型的评估和修正，最终到达验证研究假设、提出降低移动学习信息焦虑的策略和建议的目的。第六章，研究总结与瞻望。主要对本文所进行的研究工作进行系统总结，同时讲明研究的创新和缺乏之处，并对后续研究提出瞻望。本文关键词语：移动学习；信息焦虑；构造方程模型AbstractTherapiddevelopmentofmobileInternetandthepopularityofmobileterminalshavebroughtprofoundchangestopeoplesworkandlife.Thebirthofmobilelearningisundoubtedlyofgreatsignificancetopromotetheprocessofeducationalinformationizationandeducationalequitywhilebridgingthedigitalgapbetweenurbanandruralareas.However,insuchaneraofknowledgeexplosionandinformationoverflowing,wehavetobearthesideeffectsofexcessinformationwhileenjoyingthesatisfactionofknowledgebroughtbydigitalinformation.Asaresult,theprocedureoflearnersinformationprocessingandknowledgeinternalizationwillbeseriouslyaffected.Informationanxietyreferstouserscomplexemotionalexperienceincludingtension,irritabilityandself-compulsionwhichgeneratedduringtheprocessofsearching,obtaining,screeningandusinginformationduetotheinformationenvironment,technicallevelandpersonalinformationstate.Moreover,mobilelearningismorelikelytobecomeabreedinggroundfortheemergenceofinformationanxietybecauseofitscharacteristicoffragmentation,limitationoflearningenvironmentandhardwarelevels.ThisstudyattemptstoexplorefactorswhichleadtoInformationAnxietyintheprocessofmobilelearningandprovidesuggestionsfortheoptimizationofthemobilelearningexperience.BasedontheGeneralAnxietyTheory,UsersExperienceTheory,CognitiveLoadTheoryandFlowTheory,thisstudyextractedfactorsthatmaycauseInformationAnxietyduringmobilelearningandconstructedatheorymodelfromaspectsoftechnology,environmentandindividual.Accordingtostructuralconceptsofvariousfactors,wedesignedaquestionnaireofInformationAnxietyinmobilelearningandinvestigated328studentsofJilinUniversity.AfterwardsweverifiedtheoreticalmodelanddiscussedtheeffectofrelationshipsbetweenthevariablesbyusingStructuralEquationModel〔SEM〕。Conclusion:ImmersionExperienceandInternetSelf-efficacyhassignificantlynegativerelevancetoInformationAnxietyinmobilelearning;InformationOverloadanddependenciestomobiledeviceshassignificantlypositivecorrelationtoInformationAnxietyinmobilelearning;usabilityofmobilelearningresourceshassignificantlypositivecorrelationforimmersionexperienceofstudyprocess;informationpollutionhassignificantlynegativerelevancetotheimmersiveexperienceofmobilelearningprocess;informationpollutionhassignificantlypositiverelevancetoinformationoverloadinthemobilelearningprocess.Basedonconclusionslistedabove,thispaperproposedtoalleviatetheInformationAnxietyinmobilelearningandoptimizethelearningexperiencefromthefollowingaspects.Designersneedtobeautifyinterfaceandsimplifyinformationarchitectureandwaysofinteractingaswellasintroducegameelementstoenhancelearnerslearningexperience;informationmanagementdepartmentsneedtostrengthenthemanagementofnetworkinformationandbuildinformationecologytoreduceanxiousexperiencemadebyinformationpollutionduringtheprocessofmobilelearning;individualsshouldstrengthentheirinformationability,anddevelopgoodhabitstoavoidexcessiverelianceonmobiledevices.Moreover,theyshouldtrytoimprovetheirInternetself-efficacy.Thispapermainlyconsistsofsixchapters,thespecificarrangementsarelistedasfollows:Thefirstchapterisintroduction.Thispartmainlyintroducestheresearchbackground,theestablishmentoftheproblem,theresearchgoalandthesignificance,thenbrieflyexpoundstheresearchideas,methodsandbasicframeworkofthepaper.ThesecondchapterisresearchfoundationofmobilelearningandInformationAnxiety,includingthedefinitionofthecoreconceptofthearticleandliteraturereview.Thispartdefinesthecoreconceptsofmobilelearning,anxietyandInformationAnxiety,andmakesafurtherresearchontherelevanceresearchresultsathomeandabroad.ThethirdchapteristheinfluencefactorsmodelconstructionofInformationAnxietyinmobilelearning.FactorsthatmayaffecttheInformationAnxietyinmobilelearningprocessareextractedthroughthetheoreticalstudy.Theresearchhypothesisisestablished.Thefourthchapterisdesignofthesurveyanddatastatisticalanalysis,includingresearchobjects,researchenvironment,designanddatacollectionofquestionnaireanddataanalysis.Thepurposeofthisstudyistomakequestionnairebyconceptualizationandoperationalizationofeachvariableinthetheoreticalmodel,thencollectthedata,testandrevisequestionnaire.ThefifthchapterishypothesistestingbasedontheofStructuralEquationModel.Combinedwiththetheoreticalmodel,theStructuralEquationModelofthisstudywasconstructedanddatawerecollectedtoevaluateandrevisethemodel.Ultimategoalofthispartwastovalidatetheresearchhypothesisandputforwardstrategiesandsuggestionstoreducetheanxietyinmobilelearning..Thesixthchapterisconclusionandprospect.Thispartmakesasystematicsummaryoftheresearchworkcarriedoutinthispaper,thenillustratestheinnovationandthedeficiencyoftheresearchandputsforwardtheprospectofthefollow-upstudy.Keywords:MobileLearning;InformationAnxiety;StructuralEquationModeling目录摘要Abstract第1章绪论1.1研究背景1.2研究问题、目的与意义1.2.1研究问题1.2.2研究目的1.2.3研究意义1.3研究方式方