移動學(xué)習(xí)者信息焦慮問題探析,現(xiàn)代教育技術(shù)論文

移動學(xué)習(xí)者信息焦慮問題探析,現(xiàn)代教育技術(shù)論文移動互聯(lián)網(wǎng)的迅速發(fā)展和移動終端的普及給人們的工作和生活帶來了深入的變革。移動學(xué)習(xí)的誕生對于推進(jìn)教育信息化進(jìn)程，彌合由于城鄉(xiāng)差異、收入差異而構(gòu)成的數(shù)字鴻溝，促進(jìn)教育公平無疑具有重要意義。然而在今天這樣一個(gè)知識爆炸、信息泛濫的時(shí)代，我們在享受數(shù)字化信息所帶來求知欲的知足之余也無時(shí)無刻不在承受著過量信息帶來的負(fù)面沖擊，給學(xué)習(xí)者的信息加工和知識內(nèi)化經(jīng)過帶來嚴(yán)重影響。華而不實(shí)信息焦慮是指用戶查找、獲取、甄別和利用信息的經(jīng)過中由于信息環(huán)境、客觀技術(shù)水平和個(gè)人信息準(zhǔn)備狀態(tài)等一系列原因引起的緊張、煩躁和自我強(qiáng)迫等復(fù)雜的情緒體驗(yàn)。受碎片化、學(xué)習(xí)環(huán)境和硬件水平等條件限制，移動學(xué)習(xí)更容易成為滋生信息焦慮的溫床。本研究試圖探究移動學(xué)習(xí)經(jīng)過中信息焦慮的產(chǎn)生與影響因素，為優(yōu)化移動學(xué)習(xí)的學(xué)習(xí)體驗(yàn)提供參考。本研究在一般焦慮理論、用戶體驗(yàn)理論、認(rèn)知負(fù)荷理論以及沉浸理論的基礎(chǔ)上從技術(shù)、環(huán)境和個(gè)體三個(gè)層面提取了移動學(xué)習(xí)信息焦慮的影響因素并構(gòu)建了相應(yīng)的理論模型。繼而根據(jù)各個(gè)因素構(gòu)念設(shè)計(jì)了移動學(xué)習(xí)信息焦慮影響因素調(diào)查問卷，對吉林大學(xué)的328名在校學(xué)生進(jìn)行了調(diào)查，使用構(gòu)造方程模型分析法對理論模型進(jìn)行了驗(yàn)證并討論各變量間的效應(yīng)關(guān)系。研究結(jié)論主要為：沉浸體驗(yàn)和網(wǎng)絡(luò)自我效能分別對移動學(xué)習(xí)經(jīng)過中的信息焦慮具有顯著負(fù)向相關(guān)；信息超載和移動設(shè)備依靠對于移動學(xué)習(xí)經(jīng)過中的信息焦慮具有顯著正向相關(guān)；移動學(xué)習(xí)資源的易用性對于學(xué)習(xí)經(jīng)過的沉浸體驗(yàn)具有顯著正相關(guān)；信息污染對于移動學(xué)習(xí)沉浸體驗(yàn)具有顯著負(fù)相關(guān)；信息污染對于移動學(xué)習(xí)經(jīng)過中的信息超載具有顯著正相關(guān)。基于以上研究結(jié)論，本文建議從下面方面來減輕移動學(xué)習(xí)中的信息焦慮，優(yōu)化學(xué)習(xí)體驗(yàn)。從技術(shù)層面而言，移動學(xué)習(xí)資源設(shè)計(jì)者需要通過美化界面，簡化信息架構(gòu)和交互方式以及引入游戲化元素的途徑來加強(qiáng)學(xué)習(xí)者的融入感和愉悅體驗(yàn)；從環(huán)境層面而言，信息管理部門需要加強(qiáng)網(wǎng)絡(luò)信息管理，構(gòu)建信息生態(tài)，以減少信息污染給移動學(xué)習(xí)者帶來的焦慮體驗(yàn)；從個(gè)人層面而言，移動學(xué)習(xí)者應(yīng)該強(qiáng)化本身信息能力，培養(yǎng)良好習(xí)慣。避免對于移動設(shè)備的過度依靠，努力提升自我效能。本文主要由六個(gè)章節(jié)組成，詳細(xì)布置如下：第一章，緒論。主要介紹論文的研究背景、問題確實(shí)立、研究目的和意義，并扼要闡述論文的研究思路、方式方法和基本框架。第二章，移動學(xué)習(xí)與信息焦慮的研究基礎(chǔ)。包括文章核心概念的界定和文獻(xiàn)綜述。對本文牽涉到的核心概念--移動學(xué)習(xí)、焦慮和信息焦慮進(jìn)行界定，并進(jìn)一步對國內(nèi)外的相關(guān)研究成果進(jìn)行梳理。第三章，移動學(xué)習(xí)中信息焦慮的影響因素模型構(gòu)建。主要通過理論研究提取可能影響移動學(xué)習(xí)信息焦慮的因素并建立模型、構(gòu)成研究假設(shè)。第四章，調(diào)查研究設(shè)計(jì)與數(shù)據(jù)統(tǒng)計(jì)分析。包括研究對象、研究環(huán)境和調(diào)查問卷的設(shè)計(jì)與數(shù)據(jù)收集、整理與分析。旨在通過對理論模型中各個(gè)變量的概念化與操作化構(gòu)成調(diào)查問卷，繼而搜集數(shù)據(jù)并進(jìn)行問卷的試測與修訂。第五章，基于構(gòu)造方程模型的假設(shè)檢驗(yàn)。結(jié)合理論模型構(gòu)建本研究的構(gòu)造方程模型，利用搜集的數(shù)據(jù)進(jìn)行模型的評估和修正，最終到達(dá)驗(yàn)證研究假設(shè)、提出降低移動學(xué)習(xí)信息焦慮的策略和建議的目的。第六章，研究總結(jié)與瞻望。主要對本文所進(jìn)行的研究工作進(jìn)行系統(tǒng)總結(jié)，同時(shí)講明研究的創(chuàng)新和缺乏之處，并對后續(xù)研究提出瞻望。本文關(guān)鍵詞語：移動學(xué)習(xí)；信息焦慮；構(gòu)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目錄摘要Abstract第1章緒論1.1研究背景1.2研究問題、目的與意義1.2.1研究問題1.2.2研究目的1.2.3研究意義1.3研究方式方