智慧教育环境中促进教与学的可视化学习分析

doi:10.16088/j.issn.1001-6597.2024.01.008

摘要/Abstract

摘要： 大数据的时代背景促进了智慧教育的发展,也给教学的变革与发展带来了前所未有的挑战——海量的教育大数据使教师难以凭借个体经验理解和解决多样化的教育问题,具有主观性的教学策略极大影响了教学成效。从所构建的可视化学习分析理论框架中发现,可视化学习分析能够应用于多样化的典型教育场景和教育模式,包括线上的自主学习、线下的课程学习和线上线下混合学习,以教师为主导的传统教学课堂和以学生为中心的建构主义课堂等。评价可视化学习分析的应用效果应从不同指标维度进行评估,例如视觉吸引力、可用性、理解水平、使用频次、使用满意度、感知有用性、学习效果和行为改变。未来研究需要关注如何提高教师、学生应用可视化学习分析的相关能力素养,更科学地考证可视化学习分析工具的实际使用效果。

关键词: 智慧教育, 数据智慧, 可视化学习分析, 学习分析仪表盘

Abstract: Big data has promoted the development of smart education and brought unprecedented challenges to the transformation and development of teaching—Overloaded data on education brings about difficulties for teachers to comprehend and solve diverse educational problems based on their individual experience, and subjective teaching strategies greatly affect teaching effectiveness. From the constructed theoretical framework of visual learning analysis, it is found that visual learning analysis can be applied to diverse typical educational scenarios and models, including online self-directed learning, offline curriculum learning, blended learning, the traditional teacher-centered classrooms, and student-centered constructivist classrooms. The application effectiveness of visual learning analysis should be evaluated from different indicator dimensions, such as visual attractiveness, usability, understanding level, frequency of use, satisfaction with use, perceived usefulness, learning effectiveness, and behavioral change. Future research needs to focus on how to improve the relevant abilities and literacy of teachers and students in applying visual learning analysis, and more scientifically verify the actual effectiveness of visual learning analysis tools.

Key words: smart education, data intelligence, visual learning analysis, learning analytical instruments

中图分类号: G434

吴忭, 陈思思. 智慧教育环境中促进教与学的可视化学习分析[J]. 广西师范大学学报（哲学社会科学版）, 2024, 60(1): 92-103.

WU Bian, CHEN Si-si. Visual Learning Analysis for Promoting Teaching and Learning in a Smart Education Environment[J]. Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition), 2024, 60(1): 92-103.

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