摘要
近年来,积极心理学的蓬勃发展促使二语习得研究出现“积极转向”,但在慕课学习环境中心流研究却不多见。为探究心流体验对英语慕课学习效果的内在影响机制,本研究以324名高职英语学习者为调查对象,通过问卷法收集数据。研究采用偏最小二乘结构方程模型(PLS-SEM)进行数据分析。结果表明:在心流前因方面,临场感与互动速度是核心驱动因素,对专注度、内在动机及愉悦度均有显著正向影响,挑战与技能平衡、清晰目标、及时反馈亦对部分心流体验维度有积极作用;在心流结果方面,内在动机与愉悦度能显著提升学习者的感知学习和课程满意度;中介效应分析证实,内在动机和愉悦度在心流前因与学习效果之间具有部分中介作用。研究基于上述发现,提出以下教学建议:营造多模态沉浸场域,优化临场互动体验;实施自适应学习路径,实现挑战技能动态匹配;构建三维目标体系,强化内在学习动机。
In recent years,the development of positive psychology has led to a“positive turn”in second language acquisition research.However,studies on flow experience in the context of MOOC are relatively scarce.To investigate the internal mechanism of the influence of flow experience on English MOOC learning effectiveness,a questionnaire survey was conducted with 324 higher vocational English learners.By analyzing the data with SmartPLS software,the study reveals that as the core driving elements in flow antecedents,telepresence and interactive speed are significantly positively related to concentration,intrinsic motivation and enjoyment,the challenge-skill balance,clear goals and timely feedback also have a significant positive impact on some of the elements of the flow experience;intrinsic motivation and enjoyment are positively correlated with perceived learning and satisfaction;mediating effect analysis confirms that intrinsic motivation and enjoyment play a partial mediating role between the flow antecedents and flow consequences.Based on the results,this study proposes the following teaching advice:creating muti-modal immersive environment,optimizing the interactive experience of telepresence;implementing self-adaptive learning path,realizing dynamic matching of challenges and skills;constructing 3-dimensional target system,enhancing intrinsic learning motivation.
作者
董徐霞
谭文君
DONG Xuxia;TAN Wenjun(Yangming Honors School of Humanities,Ningbo Childhood Education College,Ningbo 315336,China)
出处
《宁波教育学院学报》
2026年第1期59-64,共6页
Journal of Ningbo Institute of Education
基金
2024年度浙江省教育厅一般科研项目“基于数据挖掘的二语学习情绪与学习行为互动机制研究”(Y202456530)。
关键词
慕课学习
心流体验
高职英语学习
慕课满意度
感知学习
MOOC learning
flow experience
higher vocational English learning
MOOC satisfaction
perceived learning
