本文關(guān)鍵詞：基于心流理論的小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用設(shè)計(jì)研究　出處：《江南大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 小學(xué)生 學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用 心流理論 互動(dòng)體驗(yàn) 用戶(hù)黏度

【摘要】：隨著移動(dòng)互聯(lián)網(wǎng)的迅猛發(fā)展,基于移動(dòng)平臺(tái)的兒童教育軟件產(chǎn)品不斷涌現(xiàn),移動(dòng)數(shù)字化學(xué)習(xí)成為小學(xué)教育改革發(fā)展的重要方向,小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用作為輔助學(xué)習(xí)的重要媒介而備受關(guān)注。但是由于用戶(hù)定位不清晰、同質(zhì)化現(xiàn)象嚴(yán)重、內(nèi)容與功能臃腫繁雜等問(wèn)題,大大地降低了產(chǎn)品的用戶(hù)滿(mǎn)意度和用戶(hù)黏度。因此如何提升小學(xué)生情感體驗(yàn),激發(fā)內(nèi)在動(dòng)機(jī),提升小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用的用戶(hù)黏度是本文研究的重點(diǎn)。心流作為一種積極的情感體驗(yàn)?zāi)軌蝻@著影響用戶(hù)行為動(dòng)機(jī),滿(mǎn)足用戶(hù)情感需求,提升用戶(hù)互動(dòng)體驗(yàn),增強(qiáng)產(chǎn)品用戶(hù)黏度,因此將心流理論引入小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用的設(shè)計(jì)研究中具有十分重要的指導(dǎo)意義。本文首先對(duì)小學(xué)生學(xué)習(xí)屬性、小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用和心流理論進(jìn)行了闡述,初步分析了三者的關(guān)系,構(gòu)建了小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用心流雛形,確定了后期調(diào)研的基本方向和范疇。其次,筆者通過(guò)層層深入的調(diào)研過(guò)程,對(duì)小學(xué)生的用戶(hù)特征和學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用的相關(guān)因素進(jìn)行了分析,其中移動(dòng)學(xué)習(xí)的互動(dòng)體驗(yàn)特征是研究的重點(diǎn)。再次,在心流的PAT模型和用戶(hù)體驗(yàn)五要素模型的指導(dǎo)下,對(duì)互動(dòng)體驗(yàn)特征進(jìn)行了多維度地分析,對(duì)心流體驗(yàn)要素進(jìn)行了提取,總結(jié)了心流在小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用各階段的表現(xiàn)。然后,基于心流理論系統(tǒng)地總結(jié)了小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用的設(shè)計(jì)理念和原則,提出了小學(xué)生學(xué)習(xí)類(lèi)移動(dòng)應(yīng)用在不同階段激發(fā)心流的設(shè)計(jì)策略,并構(gòu)建了小學(xué)生學(xué)習(xí)移動(dòng)應(yīng)用心流模型。最后,基于以上模型,筆者以一、二年級(jí)小學(xué)生數(shù)學(xué)“加減乘除基本運(yùn)算”這一知識(shí)點(diǎn)展開(kāi)了實(shí)踐設(shè)計(jì),并對(duì)其心流體驗(yàn)的設(shè)計(jì)因素進(jìn)行了剖析,達(dá)到了理論指導(dǎo)設(shè)計(jì),設(shè)計(jì)驗(yàn)證理論的目的。
[Abstract]:With the rapid development of mobile Internet, children education software products based on mobile platform continue to emerge. Mobile digital learning has become an important direction of primary education reform and development. As an important medium of assistive learning, mobile applications of primary school students have attracted much attention. However, due to the unclear positioning of users, the phenomenon of homogenization is serious, and the content and functions are bloated and complicated. Greatly reduce the product user satisfaction and user viscosity. Therefore, how to improve the emotional experience of primary school students, stimulate the intrinsic motivation. Improving the user viscosity of learning mobile applications is the focus of this paper. As a positive emotional experience, flow can significantly affect user behavior motivation, meet the emotional needs of users, and enhance user interaction experience. Enhance the viscosity of product users, so it is very important to introduce the flow theory into the design and research of the learning mobile application of primary school students. First of all, this paper studies the learning attributes of primary school students. Elementary school students' learning mobile application and flow theory are expounded, the relationship among them is analyzed, the prototype of primary school students' learning mobile application is constructed, and the basic direction and category of later research are determined. Through layers of in-depth research process, the author analyzes the user characteristics of primary school students and the relevant factors of mobile learning application, among which the interactive experience of mobile learning is the focus of the study. Under the guidance of the PAT model of flow and the five-factor model of user experience, the characteristics of interactive experience are analyzed in many dimensions, and the elements of flow experience are extracted. This paper summarizes the performance of flow in every stage of the learning mobile application of primary school students. Then, based on the flow theory, it systematically summarizes the design concepts and principles of the learning mobile application of primary school students. This paper puts forward a design strategy to stimulate cardiac flow in different stages of learning mobile application of primary school students, and constructs the flow model of learning mobile application of primary school students. Finally, based on the above model, the author uses one. The knowledge of adding, subtracting, multiplying, dividing and dividing in mathematics of the second grade pupils has been designed in practice, and the design factors of its flow experience have been analyzed, which has reached the purpose of theoretical guidance design and design verification of the theory.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G434;TP311.56

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