| 其他摘要 | Learning plays an important role in the lifelong development and behavior shaping of human beings. However, the emergence of online education not only meets the needs of individual learning, but also puts forward new requirements and challenges to education and autonomous learning ability. Self-regulated learning is a key component of autonomous learning. The exploration of its theoretical mechanism and process structure has always been an important focus of educational psychology research. Early self-regulated learning research regarded it as a stable ability to predict individual behavior. However, in recent years, more and more research focuses have begun to shift to the ' self-regulated learning event view ', which regards it as a process composed of a series of events, and points out that it is necessary to describe and mine how and in what order self-regulated learning activities are carried out and combined throughout the learning process, so as to guide learners to conduct effective autonomous learning. This study takes self-regulated learning as the starting point, and explores the role of individual self-regulated learning behavior strategies in the process of self-regulated learning from the perspective of behavior sequence. It aims to take learners as the center, extract learners ' self-regulated learning learning rules and behavior sequences from the real learning process, build an efficient self-regulated learning scaffold, and provide reference for the development of targeted online self-regulated learning guidance.
This study includes two sub-studies : In the first study, 24 college students were selected as the research object, and the content of their thinking aloud report and learning behavior in the autonomous learning task were used as the indicators of self-regulated learning to explore the learning performance and self-regulated learning behavior sequence differences of learners with different prior experience levels ( high prior experience level VS low prior experience level ). Study 2 constructs an efficient learning scaffold based on the self-regulated learning behavior sequence of Study 1. Using laboratory experiment method and questionnaire survey method, 60 college students were selected as the research objects, and their learning behavior performance and self-regulated learning behavior self-assessment results in the process of autonomous learning were used as indicators to verify the effectiveness of self-regulated learning scaffold. By presenting corresponding scaffold tips in the corresponding learning stage, the learner 's autonomous learning process was intervened (with scaffold prompt group VS no scaffold prompt group) and behavior records were recorded to test the effectiveness and guiding significance of efficient self-regulated learning scaffold for autonomous learning process. The results showed that :
(1) In the process of completing the online autonomous learning task, the previous experienced learners adopted the multi-point joint learning strategy, showing a more regulatory, systematic and timely self-regulated learning behavior sequence, spending less learning time and learning rounds to complete the learning task, while maintaining a lower level of cognitive load ; in the process of completing autonomous learning tasks online, learners with less previous experience adopt single-point decentralized learning strategies, spend more learning time and learning rounds to complete learning tasks, and feel a higher degree of cognitive load influence.
(2) In the process of online autonomous learning, scaffolding prompts based on self-regulated learning behavior sequences can help beginners adopt more regulatory, time-based and systematic self-regulated learning strategies, reduce cognitive load levels, spend less learning time and learning rounds, and achieve the goal of effectively completing autonomous learning tasks.
This study uses laboratory experiments and questionnaires, combined with learning analysis, to prove that experienced learners have a higher level of selfregulated learning regulation, systematicness and timeliness. Their self-regulated learning behavior sequence helps guide beginners to complete self-regulated learning tasks with more efficient self-regulated learning strategies. At the same time, learners feel a lower level of cognitive load in the learning process, effectively alleviating the loss of cognitive resources caused by difficult tasks or new learning tasks, but it has no significant effect on game self-efficacy. |
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