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学习者动机与学习情感体验的协同作用是混合学习效能保障的重要基础。鉴于目前混合学习中学习者动机维持困难与情感激发不足等现实问题,该文探究混合学习中基于学习者动机增强的细粒度情感唤醒规律,设计混合学习中8类细粒度情感分类框架,从目标价值构成、期望成分、考试焦虑、认知与元认知策略、资源管理策略五方面衡量学习者动机水平,利用统计分析、滞后序列分析等方法揭示学习者动机水平与情感唤醒间关联关系。结果表明:混合学习中学习者整体情感演进呈现出以中性情感为主导,积极情感逐渐消退,消极情感增加的趋势。高动机学习者更易唤醒“享受”“自信”等积极情感,而低动机学习者易陷入“无聊”和“冷漠”等消极情感中。对于学习者情感唤醒转换序列,高动机组更易触发“困惑/好奇→心流、困惑→享受”情感转变;低动机组存在“自信→心流、心流→无聊”的显著性情感转换,此过程中“心流”即闪即退;而中动机组情感从“困惑”到“无聊/冷漠”的转变,表明需进一步强化学习动机。基于上述结果,该研究旨在为混合学习中学习动机的维持和关键情感转变给予有效干预提供借鉴。
Abstract：The synergistic effect of learners' motivation and emotional experience is an important basis for ensuring the effectiveness of blended learning. Given the prevalent practical difficulties in maintaining learners' motivation and the insufficient emotional stimulation in blended learning, this paper explores the fine-grained emotional arousal patterns based on the learners' motivation enhancement in blended learning. An eight category fine-grained emotional classification framework for blended learning learners was designed, while learners' motivation levels are assessed through five dimensions: target value components, expectancy components, test anxiety, cognitive and metacognitive strategies and resource management strategies. Statistical analysis, lag sequence analysis are employed to reveal the correlation between motivation levels and emotional arousal. The results show that learners' overall emotional evolution trend in blended learning is dominated by neutral emotions, with positive emotions gradually fading and negative emotions increasing. Besides, high-motivation learners are more prone to arouse positive emotions such as “enjoyment” and “ confidence”, while low-motivation learners tend to fall into negative emotions such as “ boredom” and “ indifference”. Regarding emotional arousal transition sequences, high-motivation learners are more likely to trigger emotional transitions such as “ confusion/curiosity→flow, confusion → enjoyment”; low-motivation students have significant emotional transitions such as “ confidence → flow, flow →boredom”, in which “flow” flashes and then retreats; while the medium-motivation learners' emotions change from “confusion” to “boredom/indifference”, suggesting a need for further motivational reinforcement. Based on the above results, this study provides insights for effective interventions aimed at sustaining learner motivation and facilitating critical emotional transitions in blended learning.
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基本信息:
中图分类号:G434
引用信息:
[1]韩中美,占敏君,黄昌勤,等.混合学习中学习者动机增强的细粒度情感唤醒规律研究[J].中国电化教育,2025,No.465(10):104-113.
基金信息:
国家自然科学基金面上项目“协作学习中基于混合超图神经网络的多层级认知失调发现与协调机制研究”(项目编号：62477042); 浙江省教育科学规划重点课题“大模型赋能下基于共情型多智能体的学习者元认知增强机制构建与应用研究”(项目编号：2025SB136)研究成果
2025-10-10
2025-10-10