主体赋能：智能学习的多感官体验

doi:10.16382/j.cnki.1000-5560.2022.09.010

摘要/Abstract

摘要：

人工智能技术的教学与学习应用成为教育研究与教育实践的热点。以主体赋能和教育赋能为价值归宿的智能教学与学习，其预期效应要在实践中从主体视角探寻。在智能技术的学习应用中可以从学生视角考查并分析智能学习体验，以改进智能技术的功能设计、调整其应用方式并优化其应用过程。在智能学习情境中比较主体的多感官体验，基于多维的数据统计分析学习主体对智能学习条件、过程与结果的感受，可以洞察智能学习的主体赋能启示。研究发现：智能学习情境的差异使主体多感官体验不同；动感和触感体验的显著影响启示了智能学习体验立体化、实体化的倾向和需求；而智能技术应用是学习结果体验的主要影响要素，是智能学习多感官体验的主要来源，可引起课程学习中的连锁交互反应并增强主体体验。研究认为，智能学习体验设计需要在明确的智能应用效用理性框架内要求“思考在场”以保证其有效性，进而在智能参与的交互交流中促成主体赋能。研究对智能教学环境建设、智能教学的设计与实施及智能学习的分析与推荐等有指导价值，对切实促进智能技术教育应用及智能教育发展有积极意义。

关键词: 智能学习, 多感官体验, 学习体验, 智能教育, 主体赋能

Abstract:

The teaching and learning application of artificial intelligence technology has become a hot spot in educational research and educational practice. The expected effect of intelligent teaching and learning with subject empowerment and educational empowerment as the value destination should be explored from the perspective of the subject in practice. In the learning application of smart technology, the smart learning experience can be examined and analyzed from the perspective of students to improve the functional design of smart technology, to adjust its application methods and to optimize its application process. Comparing the subject’s multi-sensory experience in the context of smart learning, and analyzing the subject’s feelings about the conditions, process and results of smart learning based on multi-dimensional data statistics can provide insight into the enlightenment of the subject in smart learning. The research found that the difference in the smart learning situation makes the subject’s multi-sensory experience different. The significant influence of dynamic and tactile experience has revealed the tendency and demand for the three-dimensional and substantive smart learning experience; and the application of smart technology is the main influencing element of the learning outcome experience, as well as the main source of the multi-sensory experience of smart learning, which can cause chain interactions in curriculum learning and enhancement of the subject’s experience. It is believed that the design of smart learning experience needs to require “thinking on the spot” within a rational framework that clearly defines the characteristics of intelligence to ensure its effectiveness, so as to promote the empowerment of the subject in the interactive communication of smart technology participation. The research has guiding value for the construction of smart teaching environment, the design and implementation of smart teaching and the analysis and recommendation of smart learning. It also has positive significance to effectively promote the development of educational application of smart technology.

Key words: smart learning, multi-sensing experience, learning experience, smart education, subject empowerment

权国龙. 主体赋能：智能学习的多感官体验[J]. 华东师范大学学报(教育科学版), 2022, 40(9): 105-117.

Guolong Quan. The Multi-sensory Experience in Smart Learning and its “Enabling” Enlightenment[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(9): 105-117.

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成份	初始特征值			提取平方和载入			旋转平方和载入
成份	合计	方差的 %	累积 %	合计	方差的 %	累积 %	合计	方差的 %	累积 %
1	10.961	45.670	45.670	10.961	45.670	45.670	4.659	19.414	19.414
2	3.571	14.877	60.547	3.571	14.877	60.547	4.657	19.403	38.817
3	1.700	7.085	67.633	1.700	7.085	67.633	4.214	17.559	56.376
4	1.417	5.903	73.535	1.417	5.903	73.535	2.818	11.744	68.120
5	1.059	4.412	77.947	1.059	4.412	77.947	1.877	7.821	75.940
提取方法：主成份分析。

	极小值	极大值	均值	标准差	和
视觉体验	2.00	5.67	4.398	0.781	193.50
听觉体验	2.00	5.67	4.311	0.865	189.67
触觉体验	2.00	5.83	4.087	0.974	179.83
动觉体验	2.00	6.33	4.470	0.921	196.67

	极小值	极大值	均值	标准差	和
视觉体验	3.00	6.67	4.841	0.711	213.00
听觉体验	3.00	6.50	4.777	0.717	210.17
触觉体验	3.33	6.17	4.860	0.711	213.83
动觉体验	3.33	6.33	4.905	0.725	215.83

		成对差分					t	df	Sig.(双侧)
		均值	标准差	均值的标准误	95% 置信区间
		均值	标准差	均值的标准误	下限	上限
1	Ea-Eb	?12.705	17.719	2.671	?18.091	?7.317	?4.756	43	0.000

		成对差分					t	df	Sig. (双侧)
		均值	标准差	均值的标准误	95% 置信区间
		均值	标准差	均值的标准误	下限	上限
1	Oa-Ob	?0.591	1.121	0.169	?0.932	?0.250	?3.497	43	0.001
2	Sa-Sb	?0.665	1.054	0.159	?0.985	?0.344	?4.185	43	0.000