动静态APA影响初一学生数学程序性知识学习效果的实证研究

发布时间：2018-03-06 02:35

本文选题：动画教学代理　切入点：教学代理　出处：《河北大学》2017年硕士论文　论文类型：学位论文

【摘要】：动画教学代理(Animated Pedagogical Agent,简称APA)是一种呈现在计算机屏幕上的教学模块中的拟人或动画形象。在学习环境中APA可以作为专家、助手、同伴等角色为学习者的学习提供辅助作用。与其他教学辅助工具不同的是,APA不仅具有诸如演示教学模型、提供教学指导、提供教学信息资源,进行测试等功能,还具有情感方面的作用,包括:引导注意力、情感陪伴、影响学习动机等。梳理现有研究发现,APA对学习效果和学习动机的作用的研究结果尚未统一,且我国对于APA的实证研究鲜有涉及。因此,有必要进一步探究APA对我国学习者的学习是否存在影响。更为重要的是,APA的研究者逐渐开始关注APA的制作成本与实际效果之间的平衡。综上所述,本研究探讨不同形式的APA对我国初一学生的学习效果及学习动机的影响,以期解决如下两个问题:1)APA对我国初一学生的学习成绩与动机是否有影响?2)动、静态APA对学生学习成绩与动机的影响是否存在差别?从而为APA的形象设计提供参考。为了回答上述问题,本研究设计一次问卷调查和两次重复性实验检验不同形态的APA对初一学生学习数学程序性知识的作用与效果。实验一选取静态、动态两种形式的APA为研究对象,以数学程序性知识为学习内容,以初一学生为被试探究APA对学习者学习数学程序性知识的学习成绩、学习动机和学习态度的影响,以及两种APA的影响差别。实验二为实验一的重复性实验,验证实验一结果的有效性及动、静态APA影响的差异是否持续存在。实验结果表明:1)APA对学习者的学习成绩具有持续的积极影响;2)APA对学习者的学习动机无明显影响;3)多次实验下,动、静态APA对学生学习的影响无差异;4)相较于无APA组,有APA的两组呈现更积极的评价,且二组的评价无差异。研究验证了APA的有效作用,发现动、静态两种形式的APA的作用基本相同。在考虑成本效益的原则下,可优先设计和开发静态形式的APA。最后,研究反思了自身设计和实施过程中的不足,并对未来的研究提出展望。
[Abstract]:Animation (Animated Pedagogical Agent, a pedagogical agent referred to as APA) is a kind of teaching module is displayed on a computer screen in personification or animated image. In the learning environment of APA can be used as expert assistant, peer role for learning helpful. Instead he teaching aid is different, APA not only has such as teaching model, provides instruction, teaching information resources, testing and other functions, also has the role of emotion, including: direct attention, emotional companionship, motivation and so on. Existing studies found that the effect of APA on learning effect and learning motivation of the results is not unified, and China's Empirical Study on APA rarely involved. Therefore, it is necessary to further explore the APA on Chinese learners' learning affect. More importantly, the APA researchers gradually began to focus on APA Between the production cost and the actual effect of balance. In summary, this study examines the impact of China's students' learning effect and learning motivation of different forms of APA, in order to solve the following two questions: 1) APA on Chinese students learning achievement and motivation are affected? 2), impact static APA learning achievement and motivation of the students whether there exists difference? So as to provide reference for the design of APA image. In order to answer the above questions, this study designs a questionnaire and two repeated experiments to test the role and effect of different forms of APA mathematics learning of procedural knowledge to students. A selection of static and dynamic experiments. Two kinds of APA as the research object, based on mathematical procedural knowledge learning content to junior middle school students as the subjects of APA mathematics learning procedural knowledge on learners' learning achievement, learning motivation and learning attitude The influence and effect of two kinds of APA. The difference between the repeatability experiment the experiment, experimental results verify the effectiveness and dynamic and static APA difference effects persist. The experimental results show that: 1) has a positive impact on sustained APA on the learning achievement; 2) had no significant effect on APA the learning motivation of the students; 3) experiments, and no difference in effect of static APA on students' learning; 4) compared to the non APA group, the two group showed more positive evaluation APA, no difference between the two groups. The study proved effective, APA found that the dynamic, static two kinds of APA function is basically the same. In consideration of cost benefit principle, can give priority to the design and development of static APA. in the form of research finally, reflect a lack of itself in the process of design and implementation, and put forward the prospects for future research.

【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6;G434

【参考文献】