不同可视化实时互动界面对大学生同伴对话反馈的影响研究

为了挖掘促进大学生产生更深层同伴对话反馈的可视化实时互动界面设计特点，设计了三种不同可视化实时互动界面支持的同伴对话反馈活动，并通过认知网络分析探究不同互动界面对大学生同伴对话反馈表现的影响。研究发现：（1）适度增加可视化互动能更好地促进学生深层反馈行为的产生，以及达到更深的认知投入层次；（2）社交便签式的互动界面适用于激发更多初始提问，逻辑图式的互动界面可能会削减初始提问的发生；（3）逻辑图式的互动界面比社交便签式的互动界面更适用于促进初步反馈和深层反馈，以及缩小深度学习者和非深度学习者的对话反馈表现差距；（4）连接词的增加使用能激发更多的追问，但未能有利于激发更多的深层回应，且反而可能拉大深度学习者和非深度学习者的表现差距。基于以上发现，提出了相关建议，以支持高校教师更好地基于可视化实时互动工具，设计混合教学情境下促进大学生深度学习的同伴对话反馈活动。

關鍵字

高校教学；同伴对话反馈；可视化实时互动；认知网络分析

並列摘要

In order to explore the design features of visualized real-time interactive interfaces that promote deeper peer dialogue feedback among college students, the study designed three stages of peer feedback activities supported by different visualized real-time interactive interfaces, and explored the impact of different interactive interfaces on college students' performance of dialogic peer feedback through Epistemic Network Analysis. The research found that: (1) appropriately visualized interaction was beneficial to promote students' thinking to higher levels as well as their dialogic peer feedback to further rounds; (2) the social note-style interactive interface was suitable for stimulating more questioning in initiate discourse moves, while the logical schema-style interactive interface might decrease the initial questions; (3) the logical schema-style interactive interface is more suitable for stimulating more response and feedback discourse moves than the social note-style interactive interface, and narrowing the performance gap of dialogic peer feedback between deep learners and surface learners; (4) the increase in the use of connectives could stimulate more questioning in response discourse moves, but failed to stimulate more answering and questioning in feedback discourse moves, as well as widen the performance gap of dialogic peer feedback between deep learners and surface learners. Based on the above findings, some suggestions are provided for college teachers to better design dialogic peer feedback activities with visualized real-time interactive tools in blended learning environment to promote college students' deep learning.

並列關鍵字

Higher Education ； Dialogic Peer Feedback ； Visualized Real-Time Interaction ； Epistemic Network Analysis

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