本文選題：用戶體驗(yàn) + 微型課程學(xué)習(xí)��； 參考：《江西財(cái)經(jīng)大學(xué)》2017年碩士論文

【摘要】：隨著信息技術(shù)的發(fā)展,我們正處于一個“知識爆發(fā)”的信息化環(huán)境,傳統(tǒng)教學(xué)模式在互聯(lián)網(wǎng)技術(shù)推動下悄然發(fā)生改變,我們的傳統(tǒng)課程知識也已經(jīng)不能滿足我們的學(xué)習(xí)需求,大學(xué)生的學(xué)習(xí)方式以及觀念也逐漸發(fā)生了深切的變革,隨著國家對教育信息發(fā)展的不斷重視,互聯(lián)網(wǎng)技術(shù)的不斷更新以及移動設(shè)備的普及,基于移動終端的微型課程學(xué)習(xí)也逐漸進(jìn)入人們的視野并且得到廣泛的關(guān)注�；谖⑿庞嗛喬柕奈⑿驼n程具有學(xué)習(xí)模式多元化、課程知識微型化、學(xué)習(xí)時間閑碎化等特點(diǎn),它可以滿足學(xué)習(xí)者的個性化需求,但微信課程研究大多數(shù)都集中的應(yīng)用研究、開發(fā)等方面,我們對用戶體驗(yàn)設(shè)計(jì)角度關(guān)注度還不夠,學(xué)習(xí)者在微型課程過程中的體驗(yàn)感受也能直接影響學(xué)習(xí)效果與質(zhì)量,因此,從用戶體驗(yàn)角度對微型課程的研究可以進(jìn)一步提升非正式移動學(xué)習(xí)的學(xué)術(shù)價值和教學(xué)意義,本文研究的主要內(nèi)容有:(1)通過TAM技術(shù)接受模型以及用戶體驗(yàn)相關(guān)模型的研究對微型課程用戶體驗(yàn)相關(guān)變量之間的關(guān)系進(jìn)行闡述。(2)依據(jù)用戶體驗(yàn)變量制定問卷調(diào)查對學(xué)習(xí)者進(jìn)行用戶體驗(yàn)需求調(diào)研并為微信訂閱號支持下的微型課程提供數(shù)據(jù)支持。(3)以《計(jì)算機(jī)基礎(chǔ)》微型課程用戶體驗(yàn)為實(shí)例進(jìn)行研究,對微型課程滿意度進(jìn)行分析并加以建議,以實(shí)現(xiàn)微型課程移動學(xué)習(xí)與傳統(tǒng)課程學(xué)習(xí)之間的銜接,讓微型課程學(xué)習(xí)更加常態(tài)化,為非正式移動學(xué)習(xí)相關(guān)研究提供借鑒與參考。筆者通過查閱相關(guān)資料和文獻(xiàn),在此基礎(chǔ)上對本文的研究背景、研究內(nèi)容和意義、國內(nèi)外研究現(xiàn)狀以及研究方法作了詳細(xì)的闡述,隨后介紹了微型課程的相關(guān)概念、學(xué)習(xí)基礎(chǔ)理念以及用戶體驗(yàn)相關(guān)理論模型,其中移動學(xué)習(xí)概念中闡述了移動學(xué)習(xí)的基本概念、特點(diǎn)以及形式,微型課程移動學(xué)習(xí)相關(guān)理論基礎(chǔ)包括了非正式學(xué)習(xí)理論、情景認(rèn)知與學(xué)習(xí)理論、分布式認(rèn)知理論以及泛在學(xué)習(xí)理論。其次,依據(jù)TAM技術(shù)接受模型中的核心變量以及用戶體驗(yàn)Web2.0蜂窩模型的基本要素,并且結(jié)合基于微信訂閱號平臺的微型課程特點(diǎn)對用戶體驗(yàn)變量進(jìn)行選取分析,在文獻(xiàn)整理歸納以及專家指導(dǎo)下,對微型課程的用戶體驗(yàn)調(diào)查問卷進(jìn)行制定和修改,在確保問卷具有良好的信效度基礎(chǔ)上進(jìn)行了大規(guī)模調(diào)查,通過對用戶體驗(yàn)的問卷結(jié)果數(shù)據(jù)分析,可以了解微型課程在設(shè)計(jì)過程中應(yīng)考慮的影響因素。最后,通過《計(jì)算機(jī)基礎(chǔ)》微型課程的實(shí)例設(shè)計(jì),并且對活動實(shí)施的學(xué)習(xí)效果進(jìn)行滿意度評價,在此基礎(chǔ)上提出本文研究的微型課程應(yīng)用建議與改進(jìn)之處,促進(jìn)移動設(shè)備支持下的微型課程研究的實(shí)踐意義,為學(xué)習(xí)者提供一個更好的微型課程移動學(xué)習(xí)的平臺,也為基于移動互聯(lián)網(wǎng)下的移動學(xué)習(xí)研究提供參考。
[Abstract]:With the development of information technology, we are in a "knowledge explosion" information environment, the traditional teaching mode has quietly changed under the promotion of Internet technology, our traditional curriculum knowledge has not been able to meet our learning needs. College students' learning methods and concepts have gradually undergone profound changes. With the continuous attention of the country to the development of educational information, the continuous updating of Internet technology and the popularity of mobile devices, Micro-course learning based on mobile terminal has gradually entered people's field of vision and received wide attention. The micro-course based on WeChat Subscription account has the characteristics of diversified learning mode, miniaturization of course knowledge and idle learning time. It can meet the individual needs of learners, but most of the research on WeChat course is focused on the application research. In terms of development and other aspects, we do not pay enough attention to the design of user experience. The experience of learners in the process of micro courses can also directly affect the learning effect and quality. The research on micro courses from the perspective of user experience can further enhance the academic value and teaching significance of informal mobile learning. The main content of this paper is: (1) through the research of TAM technology acceptance model and user experience related model, the relationship between user experience related variables in micro curriculum is expounded. 2) according to user experience variable, a questionnaire survey is made. The user experience requirement of learners is investigated, and the data support for micro-course supported by WeChat Subscription account is provided. In order to realize the connection between the micro-curriculum mobile learning and the traditional curriculum learning, the micro-curriculum satisfaction degree is analyzed and some suggestions are put forward in order to make the micro-curriculum learning more regular and provide reference for the related research of informal mobile learning. On the basis of consulting relevant materials and literature, the author expatiates on the research background, research content and significance, domestic and foreign research status and research methods, and then introduces the related concepts of micro-curriculum. The basic concept of learning and the relevant theoretical model of user experience, in which the basic concepts, characteristics and forms of mobile learning are elaborated in the concept of mobile learning, and the relevant theoretical basis of mobile learning in micro-curriculum includes informal learning theory. Situational Cognition and Learning Theory, distributed Cognitive Theory and Universal Learning Theory. Secondly, according to the core variables in the TAM technology acceptance model and the basic elements of the Web2.0 cellular model of user experience, and combined with the characteristics of micro-courses based on the Subscription account platform of WeChat, the selection of user experience variables is analyzed. Under the guidance of experts and literature collation, the questionnaire of user experience of micro-curriculum was developed and revised, and a large-scale survey was conducted on the basis of ensuring the questionnaire had good reliability and validity. By analyzing the data of the user experience questionnaire, we can understand the influencing factors that should be considered in the design of the microcourse. Finally, through the example design of "computer basic" microcourse, and the satisfaction evaluation of the learning effect of the implementation of the activity, the paper puts forward some suggestions and improvements on the application of the micro-course in this paper. To promote the practical significance of micro-curriculum research supported by mobile devices, to provide a better platform for micro-curriculum mobile learning for learners, and also to provide a reference for mobile learning research based on mobile Internet.
【學(xué)位授予單位】：江西財(cái)經(jīng)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;TP3-4

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